Abstract

In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then rated on their level of control and affiliation. Results indicated teachers' expectations were indeed complementary except for hostile vignettes, where teachers expected more submissive responses than other populations. There were no significant differences as a result of experience, however, female teachers expected friendlier responses than male teachers in friendly as well as in hostile vignettes.

Citation

de Jong, R.J., van Tartwijk, J., Verloop, N., Veldman, I. & Wubbels, T. (2012). Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 948-956. Elsevier Ltd. Retrieved November 18, 2019 from https://www.learntechlib.org/p/202671/.

Keywords

• Classroom Environment
• INTERPERSONAL RELATIONSHIPS
• Knowledge base of teaching
• Teacher expectations
• Teacher–student relationship