1. AUTHOR: Verónica Gabriela Poveda Reto ADVISORS: DIRECTOR: Lic. Miguel Ponce, M,Sc. CODIRECTOR: Dr. Ma. Teresa Llumiquinga

2. IDENTIFICATION OF THE PROBLEM

3. Problem-Formulation What is the impact of pre-service teacher education on teacher attributes attending the eighth year of basic education at ‘Menor’ High School during the 2010-2011 school year?” What is the real interest of the student-teachers for teaching in-service? How do student-teachers apply the methods of teaching?

4. Variables Matrix Preservice Teacher Education Independent Teacher Attributes Dependent

5. Objectives General To demonstrate and determine the impact of pre-service teacher education on teacher attributes

6. Specific To identify roles and responsibilities during pre-eservice To establish the different strategies and methodology applied by the student-teachers To develop a final results analyze from the different student-teachers’ profiles

7. Justification Teaching practice is an important requirement for a teacher's career, where different skills are developed and impacts on the scene the theoretical with the practical. A major issue was found at ‘Menor’ high school; Low professional profile of the student-teachers. Thus the study of this project seeks to benefit future student-teachers during their practices, identifying issues, causes and effects, providing conclusions and recommendations by offering a tempting proposal contributing for getting the best professionals in our country.

8. Theoretical Framework ONE ‘Menor’ High School Record/history – Pedagogical Models TWO Preservice Teacher Education Gain Confidence in teaching skill - Increasing the self-efficacy THREE Teacher Attributes Background knowledge- Interaction/commands FOUR The pre-service teacher education and teacher attributes The competency and the professionalism FIVE Other Causes of the core problem Not know how to apply the different methods of teaching

9. Hypothesis System Working hypothesis “The pre-service teacher education impacts on teacher attributes”. Null hypothesis “The pre-service teacher education does not impact on teacher attributes”

10. PART THREE METHODOLOGICAL DESIGN Type and research design This research was applied, descriptive and of field. The technique for collecting data was the survey. The study was quantitative and transversal. Population and sample size The research was survey with 10 teachers and 138 students attending the eighth year of basic education at ‘Menor’ High School. Instruments for data collection The instruments for gathering data were through administering surveys to the teachers’ staff and students. Processing and analysis Quantitative data was tabulated and compared by using LIKERT scale, Chi- square and the coefficient of contingency.

11. PART FOUR TESTING THE HYPOTHESIS Graphical exposition of result Responses Percentage (%) STUDENTS TEACHERS

12. QUESTIION 1 How do you rate the performance level of teaching and pedagogical skills that student- teachers have used during the pre-professional practice? Students Teachers

13. QUESTION 10 What scale you place the level of student-teachers to build cultural and professional networks among practitioners collaborative colleagues developed to link common purposes within and outside the classroom? Students Teachers

14. Testing the hypothesis FORMULA Students Chi-square: 106.90 Contingency Coefficient: 0,26 Critical value: 51

15. Teachers FORMULA Testing Hypothesis Chi-square: 10.91 Contingency Coefficient: 0,314 Critical value: 28.87

16. Graphical Representation of testing hypothesis STUDENTS Ho Acceptance zone Ho Rejection 0 51 Critical value 106.90 TEACHERS Ho Acceptance zone 0 10.91 28.87 critical value

17. Conclusions Recommendations Tutors contradict the working hypothesis; Teachers-tutors try not to express dissatisfaction by their student-teachers they are in charge of because they would be revealing their own attributes. Tutors must take general responsibility for coordinating guidelines during the students’ practice in order.

18. Conclusions Recommendations

20. PART FIVE THE PROPOSAL

21. Vertical Logic of the Goals Column