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Relational analysis of prospective teachers’ emotions about teaching, emotional styles, and professional plans about teaching

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Abstract

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.

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  1. Department of Educational Sciences, Faculty of Education, Abant Izzet Baysal University, Golkoy Campus, 14280, Bolu, Turkey

    Altay Eren

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Eren, A. Relational analysis of prospective teachers’ emotions about teaching, emotional styles, and professional plans about teaching. Aust. Educ. Res. 41, 381–409 (2014). https://doi.org/10.1007/s13384-013-0141-9

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