Woolcott, Geoff

Whannell, Robert

Marshman, Margaret

Galligan, Linda

Yeigh, Tony

Axelsen, Taryn

2023

<p>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.</p>

Asia-Pacific Journal of Teacher Education, p. 1-29

1469-2945

1359-866X

https://hdl.handle.net/1959.11/55742

Routledge

Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol

Journal Article

Publication