A CYCLE OF FRAGILITY: Prospective Teachers' Emotions and Perspectives Around Being Assessed and Evaluated.

EMOTIONAL competence; ACTION research in education; STUDENT teachers; TEACHER evaluation; EMOTIONS; TEACHERS

Prospective teachers need self-awareness of their own emotions, as well as the ability to regulate their emotional responses, to cultivate the best outcomes for their future students. This article presents findings from a collaborative action research study that explored the emotions and perspectives of preservice teachers around being assessed and evaluated, as well as how assessment practices might be used to cultivate social-emotional competence. The analysis revealed a "cycle of fragility" that includes perceptions of selfworth connected to performance, a lack of agency, and a sense of having a claim to a grade. Implications for faculty actions related to assessment and evaluation of preservice teachers (and other students) are presented. [ABSTRACT FROM AUTHOR]

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