ABSTRACT This study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level.

中文翻译：

---

大学环境中的教师期望：教师的观点

摘要本研究旨在调查高等教育中教师期望的基础。第一作者采访了一门英语作为外语课程的20位大学教师，探讨了他们对班级一年级本科生的期望。采用扎根理论方法对收集的数据进行分析。结果表明，对于这20名教师的样本，学生的特征是影响他们在教师大学环境中的期望的重要因素。老师认为重要的因素包括学生（a）先前的学业成就，（b）动机，（c）学习技巧和（d）学术纪律。同时，教师特征是这些大学教师期望的另一个主要来源，包括教师（a）过去的教学经验和（b）教学的自我效能感。研究结果表明，高等教育中教师期望的基础可能与小学或中学水平的基础不同。