Abstract
Learning of socioscientific issues (SSI) in the first place, making decisions to teach SSI, and deciding how to teach are affective as much as they are cognitive. The literature has identified positive and negative emotions when teachers decide whether and how to teach SSI. Yet, there is no discernable pattern regarding the association between their emotions and their intention to teach SSI. This chapter suggests that emotion objects of preservice science teachers (PSTs) (i.e., what their emotions are about) when they were learning to teach SSI revealed to us such a commitment (or a lack of it). Our cross-case analysis revealed that during their 12 weeks of learning, PSTs who developed a stronger and more sophisticated belief towards SSI teaching demonstrated more specific and diverse emotion objects. For example, they expressed emotions about their own competence to teach, student’s learning outcomes, teaching strategies, and political contexts of their teaching, etc. These compared with the PST with less sophisticated belief who had rather generic and all-embracing emotion objects (i.e., “teaching”). We suggest that identifying emotion objects can better help teacher educators to understand the learning of PSTs and are pieces of information that help us to adjust our on-going teacher education.
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Our deep appreciation to the Editors for their invitation and support in completing this work, to Prof. Hsu Ying-Shao and Dr. Peta White for their valuable feedback on an earlier version of this work, and to Victor, Gordon, and Billy (pseudonyms) for their participation.
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Leung, J.S.C., Cheng, M.M.W. (2022). Prioritizing Emotion Objects: Toward a Better Understanding of Preservice Science Teachers’ Growth in the Learning and Teaching of Socioscientific Issues. In: Hsu, YS., Tytler, R., White, P.J. (eds) Innovative Approaches to Socioscientific Issues and Sustainability Education. Learning Sciences for Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-1840-7_3
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