Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios
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...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/74 |
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| author | Claudio Díaz Larenas Mabel Ortiz Navarrete Tania Tagle Ochoa Juan Fernando Gómez Paniagua Marcela Quintana Lara Lucia Ramos Leiva Rocío Acevedo Rivera |
| author_facet | Claudio Díaz Larenas Mabel Ortiz Navarrete Tania Tagle Ochoa Juan Fernando Gómez Paniagua Marcela Quintana Lara Lucia Ramos Leiva Rocío Acevedo Rivera |
| author_sort | Claudio Díaz Larenas |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-f1d64c91db3c4204b6e99ee69315b158 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-f1d64c91db3c4204b6e99ee69315b1582025-01-24T13:30:29ZengMDPI AGEducation Sciences2227-71022025-01-011517410.3390/educsci15010074Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment ScenariosClaudio Díaz Larenas0Mabel Ortiz Navarrete1Tania Tagle Ochoa2Juan Fernando Gómez Paniagua3Marcela Quintana Lara4Lucia Ramos Leiva5Rocío Acevedo Rivera6Departamento de Currículum e Instrucción, Facultad de Educación, Universidad de Concepción, Concepción 4030000, ChileDepartamento de Ciencias del Lenguaje y Literatura, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4030000, ChileDepartamento de Didáctica y Práctica, Facultad de Educación, Universidad Católica de Temuco, Temuco 4780000, ChileDepartamento de Ciencias Básicas y Áreas Comunes, Tecnológico de Antioquia—Institución Universitaria, Medellín 050036, Antioquia, ColombiaFacultad de Ciencias Humanas, Universidad Arturo Prat, Iquique 1100000, ChileEscuela de Lenguas y Literatura, Universidad Católica del Norte, Antofagasta 1240000, ChileDepartamento de Currículum e Instrucción, Facultad de Educación, Universidad de Concepción, Concepción 4030000, ChileThis 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.https://www.mdpi.com/2227-7102/15/1/74perceived emotionsprofessional accountabilitydispositionslanguage assessmentpre-service teachers |
| spellingShingle | Claudio Díaz Larenas Mabel Ortiz Navarrete Tania Tagle Ochoa Juan Fernando Gómez Paniagua Marcela Quintana Lara Lucia Ramos Leiva Rocío Acevedo Rivera Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios Education Sciences perceived emotions professional accountability dispositions language assessment pre-service teachers |
| title | Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios |
| title_full | Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios |
| title_fullStr | Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios |
| title_full_unstemmed | Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios |
| title_short | Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios |
| title_sort | exploring preservice teachers perceived emotions professional accountability and action taking dispositions towards language assessment scenarios |
| topic | perceived emotions professional accountability dispositions language assessment pre-service teachers |
| url | https://www.mdpi.com/2227-7102/15/1/74 |
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