Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol
Article
Woolcott, Geoff, Whannell, Robert, Marshman, Margaret, Galligan, Linda, Yeigh, Tony and Axelsen, Taryn. 2024. "Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol." Asia-Pacific Journal of Teacher Education. 52 (2), pp. 126-154. https://doi.org/10.1080/1359866X.2023.2227942
| Article Title | Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol |
|---|---|
| ERA Journal ID | 20741 |
| Article Category | Article |
| Authors | Woolcott, Geoff, Whannell, Robert, Marshman, Margaret, Galligan, Linda, Yeigh, Tony and Axelsen, Taryn |
| Journal Title | Asia-Pacific Journal of Teacher Education |
| Journal Citation | 52 (2), pp. 126-154 |
| Number of Pages | 29 |
| Year | 2024 |
| Publisher | Taylor & Francis |
| Place of Publication | United Kingdom |
| ISSN | 0311-2136 |
| 1359-866X | |
| 1469-2945 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/1359866X.2023.2227942 |
| Web Address (URL) | https://www.tandfonline.com/doi/full/10.1080/1359866X.2023.2227942 |
| Abstract | The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliability and validity. This article examines a way to shift the evaluative emphasis to use of affective-reflective skills through use of a protocol that also serves to improve the emotional literacy and confidence of PSTs. The article explores variations of a novel protocol in which the observer plays the non-judgmental role of a facilitator, with the PST using self-determined emotion (affect) as a basis for self-evaluation of their own teaching performance in group and self-reflection. These protocol variations are explored across PST programs at six different universities using the notion of engaging a PST’s emotional states as critical moments in their lesson. A subsequent reflection involves interpretation and pedagogical analysis of those affect-based moments. The overall impact was twofold: the reflection helped the PSTs determine changes in their teaching approaches that improve confidence; and, the protocol provided a self-evaluation of teaching performance that placed the PST in the central decision-making role. These findings have implications for program design, teacher educator pedagogy and future research. |
| Keywords | Critical Moments; Initial Teacher Education; Emotional Literacy; Affective-Reflective Skills |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 390109. Mathematics and numeracy curriculum and pedagogy |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | Southern Cross University |
| University of New England | |
| University of the Sunshine Coast | |
| University of Southern Queensland |
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