Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios
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| Veröffentlicht in: | Education Sciences vol. 15, no. 1 (2025), p. 74 |
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| 022 | |a 2227-7102 | ||
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| 024 | 7 | |a 10.3390/educsci15010074 |2 doi | |
| 035 | |a 3159411289 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Claudio Díaz Larenas |u Departamento de Currículum e Instrucción, Facultad de Educación, Universidad de Concepción, Concepción 4030000, Chile; <email>racevedo2019@udec.cl</email> | |
| 245 | 1 | |a Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This exploratory case study investigates the emotional responses, professional accountability, and action-taking dispositions of 150 Chilean prospective English as a Foreign Language (EFL) teachers towards language assessment scenarios. Despite the growing interest in assessment, little research has focused on the affective experiences of trainee teachers. Participants completed the Emotionally Loaded Situations Questionnaire, which assessed their reactions to situations where students fail language assessments. The study reveals that these situations elicited negative emotional responses, leading to a diminished sense of teacher identity due to perceived inefficiencies in teaching and assessment practices. The findings also highlight the teachers’ dispositions towards taking corrective actions, such as revisiting teaching and assessment strategies, reinforcing assessment content, and improving future practices. As to professional accountability, trainee teachers acknowledge that their teaching performance has a direct effect on their students’ assessment results. These outcomes emphasize the need for further research on the affective dimension in language assessment to better support the professional development of future teachers. | |
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Students | ||
| 653 | |a Student teachers | ||
| 653 | |a English teachers | ||
| 653 | |a Language proficiency | ||
| 653 | |a Case studies | ||
| 653 | |a English language | ||
| 653 | |a Teacher education | ||
| 653 | |a English as a second language | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Language assessment | ||
| 653 | |a Emotions | ||
| 653 | |a Second language teachers | ||
| 653 | |a Preservice teachers | ||
| 653 | |a Accountability | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Literacy | ||
| 653 | |a Professional training | ||
| 653 | |a Teachers | ||
| 653 | |a Foreign languages | ||
| 653 | |a Action | ||
| 653 | |a Academic achievement | ||
| 653 | |a Evaluation | ||
| 653 | |a Affective experiences | ||
| 653 | |a Emotional responses | ||
| 653 | |a Preservice training | ||
| 653 | |a Language | ||
| 653 | |a Professional development | ||
| 653 | |a Educational Quality | ||
| 653 | |a Learning Activities | ||
| 653 | |a Positive Attitudes | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Competence | ||
| 653 | |a Learning Processes | ||
| 653 | |a Language Teachers | ||
| 653 | |a Grading | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Assessment Literacy | ||
| 653 | |a Second Languages | ||
| 653 | |a Student Evaluation | ||
| 653 | |a Authors | ||
| 653 | |a Psychological Patterns | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a Student Participation | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Emotional Response | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Professional Education | ||
| 653 | |a Language Role | ||
| 653 | |a English | ||
| 653 | |a Preservice Teacher Education | ||
| 700 | 1 | |a Mabel Ortiz Navarrete |u Departamento de Ciencias del Lenguaje y Literatura, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4030000, Chile; <email>mortiz@ucsc.cl</email> | |
| 700 | 1 | |a Tania Tagle Ochoa |u Departamento de Didáctica y Práctica, Facultad de Educación, Universidad Católica de Temuco, Temuco 4780000, Chile; <email>ttagle@uct.cl</email> | |
| 700 | 1 | |a Gómez Paniagua, Juan Fernando |u Departamento de Ciencias Básicas y Áreas Comunes, Tecnológico de Antioquia—Institución Universitaria, Medellín 050036, Antioquia, Colombia; <email>jgomez2@tdea.edu.co</email> | |
| 700 | 1 | |a Marcela Quintana Lara |u Facultad de Ciencias Humanas, Universidad Arturo Prat, Iquique 1100000, Chile; <email>maquinta@unap.cl</email> | |
| 700 | 1 | |a Lucia Ramos Leiva |u Escuela de Lenguas y Literatura, Universidad Católica del Norte, Antofagasta 1240000, Chile; <email>luramos@ucn.cl</email> | |
| 700 | 1 | |a Rocío Acevedo Rivera |u Departamento de Currículum e Instrucción, Facultad de Educación, Universidad de Concepción, Concepción 4030000, Chile; <email>racevedo2019@udec.cl</email> | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 1 (2025), p. 74 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3159411289/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3159411289/fulltext/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3159411289/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |