Emotional climate and high quality learning experiences in science teacher education

Journal article


Bellocchi, Alberto, Ritchie, Stephen M., Tobin, Kenneth, King, Donna, Sandhu, Maryam and Henderson, Senka. (2014). Emotional climate and high quality learning experiences in science teacher education. Journal of Research in Science Teaching. 51(10), pp. 1301-1325. https://doi.org/10.1002/tea.21170
AuthorsBellocchi, Alberto, Ritchie, Stephen M., Tobin, Kenneth, King, Donna, Sandhu, Maryam and Henderson, Senka
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. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 1301–1325, 2014.

Keywordsscience teacher education; preservice education; emotions; emotional climate; quality
Year2014
JournalJournal of Research in Science Teaching
Journal citation51 (10), pp. 1301-1325
PublisherWiley Periodicals
ISSN0022-4308
Digital Object Identifier (DOI)https://doi.org/10.1002/tea.21170
Scopus EID2-s2.0-84909578346
Research or scholarlyResearch
Page range1301-1325
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online18 Aug 2014
Publication process dates
Accepted15 Jul 2014
Deposited30 Jul 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP120100369
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