Affective Homogeneity: The Teaching Expectations of Pre-Service Teachers at CCCU Schools

Abstract Pre-service teachers (PSTs) often enter preparation programs with rigid expectations of teaching that focus more on K-12 students' emotional outcomes than their academic outcomes. This study examines the teaching expectations of PSTs enrolled in teacher preparation programs at institutions within the Council for Christian Colleges and Universities. The instrument for this study is the Inspiration/Content Dichotomy Framework Survey, which measures the degree of PSTs' affective or academic outcome expectations. Data from 222 participants revealed that PSTs at CCCU institutions exhibit a homogeneity of affective expectations not found in previous studies of the general PST population. CCCU teacher preparation programs can utilize these findings to equip their students with reflective and analytical exercises as part of their expectation management.