Affecting preservice teachers' pedagogical intentions and future behavior is a challenging goal of teacher education. It may be accomplished by purposefully changing their beliefs. The aim of this study was to investigate whether lesson videos, compared to an argumentation-based video format, can evoke stronger and more positive emotional reactions and whether these reactions in turn result in higher changes in beliefs, attitudes, and intentions. We measured student-oriented teaching beliefs, attitudes, and intentions of N = 129 preservice teachers before and after the intervention. As a treatment check, we also quantified their emotional reaction (arousal and valence) to the intervention. Results of indirect effect models revealed that watching lesson videos led to higher emotional arousal and, overall, higher emotional arousal was related to more positive change in beliefs. However, change rates of teaching beliefs, attitudes, and intentions were the same for the lesson video and the expert talk video group. Emotional valence had no effect on change of beliefs, attitudes, or intentions. This study adds empirical evidence to theoretical claims concerning the effects of emotions on changing teaching-related beliefs.

中文翻译：

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情绪对职前教师教学相关信念、态度和意图的影响

影响职前教师的教学意图和未来的行为是教师教育的一个具有挑战性的目标。这可以通过有目的地改变他们的信念来实现。本研究的目的是调查与基于辩论的视频格式相比，课程视频是否能唤起更强烈、更积极的情绪反应，以及这些反应是否反过来导致信念、态度和意图的更大变化。我们在干预前后测量了 N = 129 名职前教师的以学生为导向的教学信念、态度和意图。作为治疗检查，我们还量化了他们对干预的情绪反应（唤醒和效价）。间接效应模型的结果显示，观看课程视频会导致更高的情绪唤醒，总体而言，更高的情绪唤醒与更积极的信念变化有关。然而，课堂视频和专家谈话视频组的教学信念、态度和意图的变化率是相同的。情绪效价对信念、态度或意图的改变没有影响。这项研究为关于情绪对改变教学相关信念的影响的理论主张增加了经验证据。