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ERIC Number: EJ1036899
Record Type: Journal
Publication Date: 2014-Sep
Pages: 29
Abstractor: As Provided
Reference Count: 103
ISBN: N/A
ISSN: ISSN-0311-6999
Relational Analysis of Prospective Teachers' Emotions about Teaching, Emotional Styles, and Professional Plans about Teaching
Eren, Altay
Australian Educational Researcher, v41 n4 p381-409 Sep 2014
The present study examined the mediating roles of prospective teachers' emotional styles in the relationships between their emotions about teaching and professional plans about teaching. A total of 684 prospective teachers, majoring in computer education and instructional technology teaching, mathematics teaching, preschool teaching, special education teaching, and English language teaching, voluntarily participated in the study. Correlation and structural equation modeling analyses were conducted in order to examine the mediating roles of emotional styles. Results showed that the prospective teachers expected to experience enjoyment more than anger and anxiety regarding their future teaching. Results also showed that the prospective teachers' attention style and social intuition style played significant mediating roles in the relationships between their emotions about teaching (i.e. enjoyment and anger) and professional plans about teaching (i.e. planned effort and professional development aspirations). Overall results of the study suggest that PTs' emotions about teaching should be taken into account together with their emotional styles in order to understand their teaching-related future plans more comprehensively and accurately. Implications for teacher education and directions for future studies were also discussed in the present study.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Preschool Education; Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A