Student teachers' emotions in anticipation of their first team practicum

De Zordo, Lea; Hagenauer, Gerda; Hascher, Tina (2019). Student teachers' emotions in anticipation of their first team practicum. Studies in higher education, 44(10), pp. 1758-1767. Taylor & Francis 10.1080/03075079.2019.1665321

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This study investigates student teachers' emotions about their upcoming team practicum. The theoretical foundation grounds in the FIT-Choice approach (Watt, H. M. G., and P. W. Richardson. 2008. “Motivations for Teaching: Theoretical Perspectives and Empirical Findings.” Learning and Instruction 18: 405–98) and in control-value theory (Pekrun, R. 2006. “The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice.” Educational Psychology Review 18: 315–41). We examined 405 Swiss student teachers who answered open- and close-ended questions. The quantitative results show that students' beliefs in their teaching and their teamwork skills were significantly related to positive and negative affect; this was also supported by the qualitative data. Further, student teachers experienced more positive affect if they had chosen teaching due to intrinsic reasons. The qualitative results reveal that the quality of relationships in the team practicum must be regarded as another significant source of emotions.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

De Zordo, Lea; Hagenauer, Gerda and Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

0307-5079

Publisher:

Taylor & Francis

Language:

English

Submitter:

Lena Katrin Braas

Date Deposited:

24 Oct 2019 15:46

Last Modified:

24 Oct 2019 15:46

Publisher DOI:

10.1080/03075079.2019.1665321

BORIS DOI:

10.7892/boris.134079

URI:

https://boris.unibe.ch/id/eprint/134079

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