Student teachers’ emotional teaching experiences in relation to different teaching methods

Abstract

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We modified the Academic Emotions Questionnaire for the assessment of emotions and used an abridged version of the Instructional Approaches Questionnaire for the assessment of teaching methods. The results indicate that good preparation and a willingness to use constructivist pupil-oriented methods reduce student teachers’ negative experiences and promote learning about teaching.

Keywords:

• Student teaching
• instructional practices
• pre-service teacher education
• achievement emotion

Funding

The collecting of data and the writing of this the paper were supported by European Social Fund Program Eduko (via Archimedes Foundation) [grant number 30.2-4/549]; the Estonian Ministry of Education and Research ([grant number IUT 18-2] for the first author, [grant number IUT3-3] for the second author).