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

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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Bibliographic Details
Main Authors: Claudio Díaz Larenas, Mabel Ortiz Navarrete, Tania Tagle Ochoa, Juan Fernando Gómez Paniagua, Marcela Quintana Lara, Lucia Ramos Leiva, Rocío Acevedo Rivera
Format: Article
Language:English
Published: MDPI AG 2025-01-01
Series:Education Sciences
Subjects:
perceived emotions
professional accountability
dispositions
language assessment
pre-service teachers
Online Access:https://www.mdpi.com/2227-7102/15/1/74
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