Australian Journal of Teacher Education
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.
Recommended Citation
Yeigh, T., Woolcott, G., Donnelly, J., Whannell, R., Snow, M., & Scott, A. (2016). Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers. Australian Journal of Teacher Education, 41(6). https://doi.org/10.14221/ajte.2016v41n6.7
Included in
Educational Psychology Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons