Search results for: Mellado Vicente
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This study had two objectives: (1) to analyse the relationship between prospective primary teachers’ recall of emotions in school science classes as pupils themselves and their expectations of emotion as future teachers and (2) to analyse the relationship between their self-efficacy and the emotions that they expect to experience as future science teachers, differentiating between the content of the ‘nature sciences’ and that of the ‘hard sciences’. The results show that prospective primary teachers have completely different emotions about their future teaching according to whether the content is related to the nature sciences or the hard sciences. Positive emotions predominate for the nature sciences, while for the hard sciences the predominant emotions are all negative.
Updated: Mar. 01, 2016
In this qualitative study, the authors the personal metaphors expressed by prospective secondary education teachers. The metaphors are classified into the four categories of Leavy, McSorley, and Boté: the behaviourist/transmissive, the cognitivist/constructivist, the situative, and the self-referential. The results showed most metaphors to fall into the behaviourist/transmissive category, followed by the cognitivist/constructivist, self-referential, and situative categories, although some teachers expressed metaphors framed in more than one category.
Updated: Aug. 21, 2013