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