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Exploring pre-service teachers' affective-reflective skills: the effect of variations of a novel self-evaluation protocol
Journal article   Peer reviewed

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

Geoff Woolcott, Robert Whannell, Margaret Marshman, Linda Galligan, Tony Yeigh and Taryn Axelsen
Asia-Pacific journal of teacher education, Vol.52(2), pp.126-154
2024
DOI: https://doi.org/10.1080/1359866X.2023.2227942
Appears in  Recent Faculty of Education Publications

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Abstract

affective-reflective skills Critical moments emotional literacy initial teacher education
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.

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