Affective Homogeneity: The Teaching Expectations of Pre-Service Teachers at CCCU Schools

Abstract

Pre-service teachers (PSTs) often enter preparation programs with rigid expectations of teaching that focus more on K-12 students' emotional outcomes than their academic outcomes. This study examines the teaching expectations of PSTs enrolled in teacher preparation programs at institutions within the Council for Christian Colleges and Universities. The instrument for this study is the Inspiration/Content Dichotomy Framework Survey, which measures the degree of PSTs' affective or academic outcome expectations. Data from 222 participants revealed that PSTs at CCCU institutions exhibit a homogeneity of affective expectations not found in previous studies of the general PST population. CCCU teacher preparation programs can utilize these findings to equip their students with reflective and analytical exercises as part of their expectation management.

Additional information

Funding

The research represented in this article was funded through the Pope Grant.

Notes on contributors

Jeremy Delamarter

Dr. Jeremy Delamarter is an associate professor of education at Northwest University. His research focuses on pre-service teachers’ identity development. He is the author of Proactive Images for Pre-Service Teachers (Palgrave MacMillan).

Mikayla Lukkasson

Mikayla Lukkasson is a second-grade teacher with a background in community mental health. She has a penchant for buying books faster than she can read them and is grateful to contribute meaningful research to the field.