Emotional Climate of Pre-service Teachers' Science Education Class

Despite numerous overhauls of pedagogical approaches in science education in Bhutanese schools and colleges there is a concern that such current pedagogical approaches are not motivating enough for students to study science or reduce science teachers¿ attrition ... However, a study on the emotions of beginning science teachers (Ritchie et al., 2011) and on the emotional climate of pre-service science teachers¿ classes in Australia (Bellocchi et al., 2013) indicate that innovative approaches to the teaching and learning of science are having success in increasing students¿ interest in science. The findings in the Bhutanese context showed that emotional climate was positively valenced when the classroom events were characterized by interactions between the tutor and students that were fueled by humor and collective effervescence. Conversely, the class emotional climate was negatively valenced when the tutor dominated the session and the interactions were univocal.