Teacher's Attitudes as Knowledge Predictors

Oscar E. Quirós; Gloriana Chaverri; Paula Iturralde-Polit; Karen Miranda; Santiago Sandí-Ureña

doi:10.20944/preprints201906.0214.v1

Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Version 1 : Received: 20 June 2019 / Approved: 21 June 2019 / Online: 21 June 2019 (11:28:25 CEST)

Attitudes and behaviours towards the natural environment have been extensively studied in certain cultural settings during the last 40 years. In education, the teacher's ability to grasp the fundamentals of an academic subject may define his or her own attitudes towards that discipline; certainly the reverse is also valid. The correlations between affective and cognitive domains appear to play a significant role in teaching-learning dynamics. In this study we seek to assess whether the affective posture towards school sciences of a cohort of teachers in rural communities shows an association with their cognitive competence in the disciplines. The results of this study provide evidence that there is a statistically significant correlation between the cognitive and affective domains for in-service teachers. The affective domain, therefore, could serve as a predictor for cognitive competency and self-efficacy expectancies with respect to both content and career fulfilment.

Career choice predictors, Affective and Cognitive Domains, Science teacher training, International teaching.

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Teacher's Attitudes as Knowledge Predictors

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