Conducting the Business of Teaching: Expectations of STEM Practitioners

• In Event: Poster Session 13
  In Poster Session: Division K Section 3 Poster Session 2

Abstract

This inquiry examines paid-intern’s teaching expectations during their first year of teaching after researchers were alerted to heightened emotional responses (i.e. crying, not sleeping) expressed by the paid-interns. The research questions guiding this study are: (1) What are the expectations about teaching of students in an accelerated M.A.T. program who are also first-year STEM teachers completing a paid internship and (2) In what ways were those expectations addressed? Data consisted of individual interviews, observation notes and university supervisor evaluations. Self-discrepancy theory (Higgins, 1987) was utilized to provide an understanding of how expectations can produce negative affects, such as anxiety or depression. Findings suggest paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities.

Authors

• Michael DiCicco, Northern Kentucky University

• Robert Jordan, University of South Florida

• Laura D. Sabella, University of South Florida