Yeigh, Tony; Woolcott, Geoff; Donnelly, Jim; Whannell, Robert; Snow, Matthew; Scott, Amanda

Author(s)

Yeigh, Tony

Woolcott, Geoff

Donnelly, Jim

Whannell, Robert

Snow, Matthew

Scott, Amanda

Publication Date

2016

Abstract

This report details the findings from initial research seeking to improve the pedagogical confidence of pre-service STEM teachers by encouraging emotional literacy in the form of affect awareness. The report discusses how affect was measured for the study, what the affect outcomes were and how these measures are conceptually related to improving confidence for the pre-service teachers (PSTs). Findings indicate enhanced emotional feedback enabled the PSTs to analyse, understand and make use of affect information to reflect on their teaching confidence overall. Ongoing research will need to address the issue of negative affect awareness in teacher training, and strategies for approaching this issue are provided.

Citation

Australian Journal of Teacher Education, 41(6), p. 107-121

ISSN

1835-517X

0313-5373

Link

https://hdl.handle.net/1959.11/19687

Publisher

Edith Cowan University

Title

Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers

Type of document

Journal Article

Entity Type

Publication

Author(s)	Yeigh, Tony Woolcott, Geoff Donnelly, Jim Whannell, Robert Snow, Matthew Scott, Amanda
Publication Date	2016
Abstract	This report details the findings from initial research seeking to improve the pedagogical confidence of pre-service STEM teachers by encouraging emotional literacy in the form of affect awareness. The report discusses how affect was measured for the study, what the affect outcomes were and how these measures are conceptually related to improving confidence for the pre-service teachers (PSTs). Findings indicate enhanced emotional feedback enabled the PSTs to analyse, understand and make use of affect information to reflect on their teaching confidence overall. Ongoing research will need to address the issue of negative affect awareness in teacher training, and strategies for approaching this issue are provided.
Citation	Australian Journal of Teacher Education, 41(6), p. 107-121
ISSN	1835-517X 0313-5373
Link	https://hdl.handle.net/1959.11/19687
Publisher	Edith Cowan University
Title	Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers
Type of document	Journal Article
Entity Type	Publication

Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers

Files: