Student teachers' emotional needs and dichotomous problem solving: non cognitive root causes of teaching and learning problems
Abstract This study investigated whether typical field instruction practice adequately addressed student teachers' emotional needs and discerned whether unmet needs interrupted teacher learning. Four student teachers completed weekly needs based writing tasks, based on a broad application of Needs Theory. At the conclusion of the 16 week practicum, data collected during typical field instruction practices (transcripts of weekly conferences, observation field notes, and reflective writing tasks) were compared with non typically collected data (needs based writing task) Findings from within case and cross case analyses illuminated non cognitive root causes of teaching and learning problems. Student teachers' dichotomous problem solving, when attempting to satisfy emotional needs, thwarted teacher learning opportunities.