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

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-refle...

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Bibliographic Details
Published in:Asia-Pacific journal of teacher education 2024-03, Vol.52 (2), p.126-154
Main Authors: Woolcott, Geoff, Whannell, Robert, Marshman, Margaret, Galligan, Linda, Yeigh, Tony, Axelsen, Taryn
Format: Article
Language:English
Subjects:
affective-reflective skills
Cooperating Teachers
Critical moments
Decision making
Emotional Intelligence
emotional literacy
Emotions
Higher education
initial teacher education
Literacy
Novels
Preservice teacher education
Preservice teachers
Program Design
Reflective practice
Self evaluation
Self Evaluation (Individuals)
Student teacher attitudes
Student teachers
Teacher education
Teacher education programs
Teacher Educators
Teaching
Teaching methods
Universities
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Summary: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.
ISSN:1359-866X
1469-2945
DOI:10.1080/1359866X.2023.2227942