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espanolResumen Es bien sabido que las expectativas docentes tienden a estar sesgadas por factores como el nivel socioeconomico de los estudiantes (NSE) y el genero. Sin embargo, se ha investigado menos como las caracteristicas de los docentes pueden afectar sus propias expectativas de los estudiantes. El presente estudio investigo las expectativas de 343 docentes chilenos (240 en servicio y 103 alumnos en practicas). Primero se diseno y valido un instrumento para medir expectativas; luego se evaluo el efecto del genero y experiencia del profesor, y el genero del estudiante y NSE de la escuela en la formacion de las expectativas del profesor. Los datos fueron analizados mediante tecnicas dirigidas por hipotesis y por datos. Los resultados mostraron un efecto del NSE de la escuela en las expectativas docentes (η2 = .03 a .12), con una mayor probabilidad de que los profesores de escuelas con alto NSE tengan expectativas positivas de sus estudiantes. Sin embargo, las expectativas negativas fueron distribuidas equitativamente entre los profesores que trabajaban en escuelas con bajo y alto NSE. Tampoco hubo evidencia del efecto de genero de los profesores o estudiantes en las expectativas del profesor. Respecto a la experiencia del profesor, los hallazgos son claros; tanto los estudiantes en practica profesional como los profesores en servicio mostraron identicas expectativas hacia sus estudiantes. Estos hallazgos tienen implicaciones importantes respecto a los programas de formacion docente ya que el sesgo de las expectativas se observa tempranamente desde la formacion. EnglishAbstract It is well-known that teacher expectations tend to be biased by factors such as student socio-economic status (SES) and gender. However, much less research has been devoted to understanding how teacher characteristics may impact their own expectations of the students. The present study investigated teacher expectations for 343 Chilean teachers (240 in-service and 103 pre-service). We first designed and validated an instrument to measure expectations; then we assessed the effect of teacher gender and experience, and student gender and school-SES in the formation of teacher expectations. The data were analysed using hypothesis and data-driven analyses. The results showed that SES had an effect on teacher expectations (η2= .03 to .12); there was a higher probability that teachers from high-SES schools would have positive expectations of their students. However, negative expectations were equally distributed across teachers working in high and low-SES schools. There was also no evidence of the effect of teacher or student gender on teacher expectations. With respect to teacher experience, the findings were clear cut; both pre-service and in-service teachers shared identical expectations of their students. These findings have important implications regarding teacher training programmes since the expectation bias is observed very early during training.

Factors that bias teacher expectations: Findings from Chile