| This study examined the role of the affective domain in teacher development, both in undergraduate and graduate degree programs, focusing on the nature of young teachers' perceptions of such training and development in their formal studies. The inquiry also studied teachers' reflections on the origins of affective competence in their development of teaching skills. Using multiple case study methodology with elements of phenomenology and content analysis, this Project Demonstrating Excellence (PDE) explored the academic backgrounds and perceptions of five teachers selected for their demonstrated commitments to professional development. The project specifically examined the relationship between the teacher and the student and the development of teacher education practices that could positively affect that relationship. By the end of the case study's observation period, three of the five teachers in the case study had left public school teaching. The remaining two transferred away from their original teaching assignments in search of more supportive situations. This study's key finding is that bright, young teachers are leaving the field of education, motivated largely by feelings of disillusionment and lack of support. The findings lead to the conclusion that teacher development courses in affective development, expanded internships, and affective mentoring may be key contributions toward keeping these intelligent and caring young minds in the profession. The PDE makes recommendations for curriculum improvements in teacher education leading to more deliberative development of affective skills in teachers. |
