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

Abstract

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.

KEYWORDS:

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

Acknowledgments

This article reports on part of a larger project, It’s part of my life: Engaging university and community to enhance science and mathematics education, funded by the Australian Government Department of Education and Training.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics statement

The study was conducted under ethics provisions approved by the relevant Ethics Committee at each partner institution and by the relevant school authorities, based on Ethics Committee approvals at the institution from which the project was led.

Notes

1. Confidence here includes perceived competence, a self-efficacy measure, seen in this article as separate from professional competence, the measure of actual classroom performance (e.g., see Hatlevik, 2017).

2. The term program is used here as an umbrella term for groups of subjects that may be part of a larger course or that may form an entire course. For example, a student may undertake one of more mathematics subjects as a program as part of a Health Sciences Degree (Nursing). The term subject is used here to denote a one-semester unit of study, where students would generally undertake four subjects per semester.

Additional information

Notes on contributors

Geoff Woolcott

Geoff Woolcott has an established research and management profile across the fields of education, organisational administration and development of innovative educational resources and curriculum.

Robert Whannell

Robert Whannell is the Pathways Manager at the University of New England and an active member of the STEM Education Research Group.

Margaret Marshman

Margaret Marshman is a mathematics and science educator researching peoples’ beliefs about mathematics, and their influence on learning and teaching, particularly of mathematics teacher educators.

Linda Galligan

Linda Galligan is an experienced university educator with a demonstrated history of working in the higher education industry, especially within the context of mathematics.

Tony Yeigh

Tony Yeigh has a long history of working in the higher education industry, with skills in intercultural communication, research design, lecturing, and lesson planning.

Taryn Axelsen

Taryn Axelsen is an experienced lecturer specialising in mathematics and mathematical statistics, as well as in initial teacher education.