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We teach as we are taught: exploring the potential for emotional climate to enhance elementary science preservice teacher education

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Abstract

Bellocchi, Ritchie, Tobin, Sandhu and Sandhu’s (2013) study highlights the crucial role that emotions play in learning at the university level in a preservice secondary science teacher education class. They examine the classroom structures that tended to lead to both a positive valence and a high level of intensity of the emotional climate (EC). This article explores the implications of their study for better understanding how to foster a positive classroom emotional climate for elementary level preservice teachers, given the specifics of elementary school environments. Drawing on theories of interactional solidarity. I explore the implications of EC for increasing pre-service teachers’ capacity to avoid order-giving rituals and to create science-centered communities in their classrooms. I also suggest possible areas for future research, such as the role of expectations in EC, the different EC outcomes of lectures, EC and the development of confidence in science, and the ways in which teacher candidates are positioned within interaction rituals in elementary science methods classes.

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Authors and Affiliations

  1. Saint Joseph’s University, Philadelphia, PA, USA

    Stacy Olitsky

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  1. Stacy Olitsky
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Correspondence to Stacy Olitsky.

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Lead Editor: A. Tan.

This is a forum review of A. Bellocchi, S. Ritchie, K. Tobin, M. Sandhu & S. Sandhu (2013) “Exploring emotional climate in preservice science teacher education” doi:10.1007/s11422-013-9526-3.

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Olitsky, S. We teach as we are taught: exploring the potential for emotional climate to enhance elementary science preservice teacher education. Cult Stud of Sci Educ 8, 561–570 (2013). https://doi.org/10.1007/s11422-013-9530-7

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  • DOI: https://doi.org/10.1007/s11422-013-9530-7

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