• Home
  • UCSC journals portal
  • ANID repository
  • UCSC Thesis Repository
  • English
  • Español
  • Log In
    Have you forgotten your password?
  1. Home
  2. Productividad Científica
  3. Publicaciones Científicas
  4. Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios
 
Options
Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios
Díaz Larenas, Claudio
Dra. Ortiz-Navarrete, Mabel 
Facultad de Educación 
Tagle Ochoa, Tania
Gómez Paniagua, Juan Fernando
Quintana Lara, Marcela
Ramos Leiva, Lucia
Acevedo Rivera, Rocío
10.3390/educsci15010074
MDPI
2025
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.
Thumbnail Image
Download
Name

Exploring Preservice Teachers Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios.pdf

Size

291.23 KB

Format

Checksum
Perceived emotions
Professional accountability
Dispositions
Language assessment
Pre-service teachers
Historial de mejoras
Proyecto financiado por: