UsingExpectation Violation Theory to Determine the Three Stakeholders' Expectations from the TeachingExperience Course based on Clinical Supervision Model


Yüksel T. , Avşar Erümit B.

National Association for Research in Science Teaching, Oregon, United States Of America, 15 - 18 March 2020, pp.1

  • Publication Type: Conference Paper / Summary Text
  • City: Oregon
  • Country: United States Of America
  • Page Numbers: pp.1

Abstract

This study aimed to identify expectations of stakeholders (pre-service teachers, supervisor teacher, and mentor faculty) from the process of field experience classroom and from each other. We used Expectancy Violation Theory as our theoretical framework to determine the expectations of those three stakeholders from each other and identify contradictions among these expectations. The sample of this study consisted of eighteen senior pre-service science teachers (5 focus groups) enrolled in the science education program, five mentor faculty members, and four in-service middle school science teachers. 88 Data collection tools included semi-structured focus groups interviews with pre-service teachers, semistructured one-on-one interviews with the faculty members, and interview form that contain openended questions sent to the teachers. The results of the interviews conducted in this study showed that the pre-service teachers had more expectations from supervisor teachers. Similarly, faculties and supervisor teachers’ expectations concentrated on pre-service teachers. Some expectations such as not the call teacher candidates as intern and giving elaborate feedback to teacher candidates’ lesson plans were common among three of the stakeholders, some of them such as giving the same opportunities to teacher candidates as teachers in the school and the relationship between teacher candidates and supervisor teachers were violated