Emotional Climate and High Quality Learning Experiences in Science Teacher Education

Autor/inn/en	Bellocchi, Alberto; Ritchie, Stephen M.; Tobin, Kenneth; King, Donna; Sandhu, Maryam; Henderson, Senka
Titel	Emotional Climate and High Quality Learning Experiences in Science Teacher Education
Quelle	In: Journal of Research in Science Teaching, 51 (2014) 10, S.1301-1325 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21170
Schlagwörter	Educational Environment; Science Education; Science Teachers; Preservice Teacher Education; Secondary School Teachers; Secondary School Science; Educational Quality; Emotional Response; Case Studies; Learning Experience; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Quality of education; Bildungsqualität; Emotionales Verhalten; Case study; Fallstudie; Case Study; Lernerfahrung
Abstract	The role of emotion during learning encounters in science teacher education is under-researched and under-theorized. In this case study, we explore the emotional climates (ECs), that is, the collective states of emotional arousal, of a preservice secondary science education class to illuminate practice for producing and reproducing high quality learning experiences for preservice science teachers. Theories related to the sociology of emotions informed our analyses from data sources such as preservice teachers' perceptions of the EC of their class, emotional facial expressions, classroom conversations, and cogenerative dialogue. The major outcome from our analyses was that even though preservice teachers reported high positive EC during the professor's science demonstrations, they also valued the professor's in the moment reflections on her teaching that were associated with low EC ratings. We co-relate EC data and preservice teachers' comments during cogenerative dialogue to expand our understanding of high quality experiences and EC in science teacher education. Our study also contributes refinements to research perspectives on EC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10