The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers' Expected Impact on Their Future Students

Autor/inn/en	Delamarter, Jeremy; Wiederholt, Katie
Titel	The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers' Expected Impact on Their Future Students
Quelle	In: Action in Teacher Education, 42 (2020) 2, S.137-148 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Delamarter, Jeremy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1649742
Schlagwörter	Preservice Teachers; Expectation; Student Attitudes; Outcomes of Education; Teacher Influence; Affective Objectives; Academic Achievement; Age Differences; Gender Differences + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Schülerverhalten; Lernleistung; Schulerfolg; Schulleistung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	Pre-service teachers (PSTs) often enter teacher preparation programs with firm expectations of their future classrooms. However, the exact nature of their expectations remains relatively unexplored. Though previous research has identified that pre-service teachers expect to impact student outcomes, few studies have explored the ways in which PSTs expect these outcomes to fall into either affective/relational or academic/intellectual domains. This study uses the inspiration/content dichotomy (I/CD) framework to determine the extent to which PSTs expect to foster affective outcomes over academic outcomes. A quantitative survey sent to 112 pre-service teachers confirms an overall emphasis on affective outcomes and reveals significant differences according to program type (undergraduate or graduate) and desired teaching level (e.g., elementary or secondary). The results of this survey have implications for teacher preparation programs seeking to respond to PSTs' expectations of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01