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Action in Teacher Education Volume 42, 2020 - Issue 2
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Empirical and Conceptual Studies

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

Jeremy DelamarterNorthwest UniversityCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8022-8176View further author information
ORCID Icon &
Katie WiederholtNorthwest UniversityView further author information
Pages 137-148 | Received 08 Sep 2018, Accepted 17 Jul 2019, Published online: 01 Aug 2019

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Read on this site (2)

Jo Bird & Jennifer Charteris. (2021) Teacher performance assessments in the early childhood sector: wicked problems of regulation. Asia-Pacific Journal of Teacher Education 49:5, pages 503-516.
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Jeremy Delamarter & Mikayla Lukkasson. (2021) Affective Homogeneity: The Teaching Expectations of Pre-Service Teachers at CCCU Schools. Journal of Research on Christian Education 30:2, pages 160-183.
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Articles from other publishers (2)

Caroline Cohrssen, Marc de Rosnay, Susanne Garvis & Cathrine Neilsen-Hewett. (2023) Assessing the quality of early childhood education and care in Australia: Challenges and opportunities. Frontiers in Education 8.
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Jeremy Delamarter. (2019) Helping preservice teachers separate fact from fiction. Phi Delta Kappan 101:4, pages 20-25.
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