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Title: Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol
Contributor(s): Woolcott, Geoff (author); Whannell, Robert  (author)orcid ; Marshman, Margaret (author); Galligan, Linda (author); Yeigh, Tony (author); Axelsen, Taryn (author)
Publication Date: 2023
Early Online Version: 2023-07-07
DOI: 10.1080/1359866X.2023.2227942
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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.

Publication Type: Journal Article
Source of Publication: Asia-Pacific Journal of Teacher Education, p. 1-29
Publisher: Routledge
Place of Publication: Australia
ISSN: 1469-2945
Fields of Research (FoR) 2020: 390499 Specialist studies in education not elsewhere classified
Socio-Economic Objective (SEO) 2020: 160299 Schools and learning environments not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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