Journal article
Exploring pre-service teachers' affective-reflective skills: the effect of variations of a novel self-evaluation protocol
Asia - Pacific Journal of Teacher Education, Vol.52(2), pp.126-154
2024
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.
Details
- Title
- Exploring pre-service teachers' affective-reflective skills: the effect of variations of a novel self-evaluation protocol
- Authors
- Geoff Woolcott (Corresponding Author) - Southern Cross UniversityRobert Whannell (Author) - University of New EnglandMargaret Marshman (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessLinda Galligan (Author) - University of Southern QueenslandTony Yeigh (Author) - Southern Cross UniversityTaryn Axelsen (Author) - University of Southern Queensland
- Publication details
- Asia - Pacific Journal of Teacher Education, Vol.52(2), pp.126-154
- Publisher
- Routledge
- DOI
- 10.1080/1359866X.2023.2227942
- ISSN
- 1469-2945
- Grant note
- Australian Government Department of Education and Training
- Organisation Unit
- School of Education and Tertiary Access; School of Education - Legacy
- Language
- English
- Record Identifier
- 99740398802621
- Output Type
- Journal article
Metrics
32 Record Views
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Education & Educational Research
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites