情感同质性:CCCU学校职前教师的教学期望

Q2 Arts and Humanities

Journal of Research on Christian Education Pub Date : 2021-05-04 DOI:10.1080/10656219.2021.1934205

Jeremy Delamarter, Mikayla Lukkasson

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引用次数: 1

摘要

摘要职前教师（PSTs）通常对教学抱有严格的期望，他们更关注K-12学生的情感成果，而不是学业成果。这项研究考察了在基督教学院和大学理事会内的机构参加教师准备项目的PST的教学期望。这项研究的工具是灵感/内容二分法框架调查，该调查衡量了精神分裂症患者的情感或学术成果期望程度。来自222名参与者的数据显示，CCCU机构的PST表现出以前对普通PST人群的研究中没有发现的情感期望的同质性。CCCU教师准备项目可以利用这些发现为学生提供反思和分析练习，作为他们期望管理的一部分。

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Affective Homogeneity: The Teaching Expectations of Pre-Service Teachers at CCCU Schools

Abstract Pre-service teachers (PSTs) often enter preparation programs with rigid expectations of teaching that focus more on K-12 students' emotional outcomes than their academic outcomes. This study examines the teaching expectations of PSTs enrolled in teacher preparation programs at institutions within the Council for Christian Colleges and Universities. The instrument for this study is the Inspiration/Content Dichotomy Framework Survey, which measures the degree of PSTs' affective or academic outcome expectations. Data from 222 participants revealed that PSTs at CCCU institutions exhibit a homogeneity of affective expectations not found in previous studies of the general PST population. CCCU teacher preparation programs can utilize these findings to equip their students with reflective and analytical exercises as part of their expectation management.

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来源期刊

Journal of Research on Christian Education Arts and Humanities-Religious Studies

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： The Journal of Research on Christian Education (JRCE) provides a vehicle for the scholarly interchange of research findings relative to every level of Christian education. Particular emphasis is given to Christian schooling within the Protestant tradition as well as to research findings from other traditions which have implications for such schools.