Journal article
Emotional literacy and pedagogical confidence in pre-service science and mathematics teachers
Australian Journal of Teacher Education, Vol.41(6), pp.107-121
2016
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Source: InCites
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.
Details
- Title
- Emotional literacy and pedagogical confidence in pre-service science and mathematics teachers
- Creators
- Tony Yeigh - Southern Cross UniversityGeoff Woolcott - Southern Cross UniversityJim Donnelly - Southern Cross UniversityRob Whannell - University of New EnglandMatthew Snow - Southern Cross UniversityAmanda Scott - Southern Cross University
- Publication Details
- Australian Journal of Teacher Education, Vol.41(6), pp.107-121
- Identifiers
- 2549; 991012821769502368
- Academic Unit
- Faculty of Health; School of Education; School of Health and Human Sciences; Human Sciences; Faculty of Education
- Resource Type
- Journal article