Preservice Teachers’ Emotions and Its Alignment With Noticing Through a Site-Based Elementary Teaching Method Course

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Equitable Science and STEM Education (Table 2)

Abstract

We investigated preservice science teachers (PST)’s emotions and the alignment with their noticing in this study of 15 PSTs in a science methods course. Data include PSTs’ reflections over time after teaching elementary school students. We conducted qualitative coding and descriptive analysis to answer the first research question, “What emotions do PSTs express in their site-based science teaching?” Two themes emerged from the analysis. First, PSTs experience the most positive emotions when interacting directly with students. Second, PSTs get negative emotions from the instruction side and navigate teaching around students’ language barriers. This study addresses the AERA call for remedy by centering emotions in classrooms and suggests positive emotions catalyze PSTs’ growth.

Authors

• Yuxi Huang, University of California - Irvine

• Emily Adah Miller, University of Georgia

• Ella Yonai, University of Georgia

• Xinyu He, University of Georgia

• Hong H. Tran, Purdue University