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

Title
Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol
Publication Date
2023
Author(s)
Woolcott, Geoff
Whannell, Robert
( author )
OrcID: https://orcid.org/0000-0003-2128-8229
Email: rwhannel@une.edu.au
UNE Id une-id:rwhannel
Marshman, Margaret
Galligan, Linda
Yeigh, Tony
Axelsen, Taryn
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
Australia
DOI
10.1080/1359866X.2023.2227942
UNE publication id
une:1959.11/55742
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.

Link
Citation
Asia-Pacific Journal of Teacher Education, p. 1-29
ISSN
1469-2945
1359-866X
Start page
1
End page
29

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