Examining Elementary Preservice Teachers' Emotions About Teaching Science and Mathematics

• In Event: Imagining and Examining STEM Practice and Preparation

Abstract

Although researchers have given considerable attention to students’ emotions in learning, little is known about teachers’ emotions related to teaching, especially with specific disciplines (e.g., science and mathematics). Toward this end, using data collected from 191 elementary preservice teachers in a large university-based teacher preparation program in Southwestern US, we used the Rasch scale rating model to provide evidence that a developed questionnaire could provide reliable and valid measures. We then compared elementary preservice teachers’ emotions about teaching science and mathematics. Results suggest that preservice teachers had more negative feelings for teaching science than for teaching mathematics. Additionally, participants expressed more anger related to teaching science than mathematics especially related to curriculum, their content knowledge, and engaging students in class.

Authors

• Mihwa Park, Texas Tech University

• Raymond Flores, Texas Tech University