Early Childhood Education and Development
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Abstract
Abstract
The article presents the results of a study on professional expectations among pre-service teacher education students (N = 324), using a Polish adaptation of Delamarter's Affective and Academic Expectations Scale. The study is framed within the discourse on the infantilisation of educational content and the false dichotomy between affective and academic domains. Cultural adaptation of the instrument yielded a two-factor scale with satisfactory psychometric properties. The findings confirm a significant negative correlation between affective and academic expectations (r = -0.23, p < .001). Unlike American samples, no demographic differences were identified – the tendency toward a false dichotomy is present across all groups studied. The results support the need for systemic integration of both domains in teacher education programmes.
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@article{Zbrg2026Professional,
title = {Professional Expectations of Future Teachers: The Affective and Academic Domain. A Study Using the Polish Adaptation of the Delamarter Scale},
author = {Zuzanna Zbróg and Agnieszka Szplit and Jeremy Delamarter},
journal = {Studia z Teorii Wychowania},
year = {2026},
doi = {10.5604/01.3001.0055.9356},
url = {https://doi.org/10.5604/01.3001.0055.9356}
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