Abstract
Much debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani Citation2014; Kennedy Citation2016), which may be diluted in alternative preparation programs (Forzani Citation2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond Citation2009; Wilson Citation2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. Citation2010; Good et al. Citation2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. Citation2001; Ovando Citation2001; Scriven Citation1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins Citation1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching.