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

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datacite.alternateIdentifier.citationEducation Sciences, 15 (1), 2025
datacite.alternateIdentifier.doi10.3390/educsci15010074
datacite.alternateIdentifier.issn2227-7102
datacite.creatorLarenas, Claudio Díaz
datacite.creatorOrtiz-Navarrete, Mabel
datacite.creatorTagle-Ochoa, Tania
datacite.creatorGómez Paniagua, Juan Fernando
datacite.creatorQuintana-Lara, Marcela
datacite.creatorRamos-Leiva, Lucía
datacite.creatorAcevedo Rivera, Rocío
datacite.date2025
datacite.rightsAcceso abierto
datacite.subjectDispositions
datacite.subjectLanguage Assessment
datacite.subjectPerceived Emotions
datacite.subjectPre-service Teachers
datacite.subjectProfessional Accountability
datacite.titleExploring Preservice Teachers Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios
dc.date.accessioned2025-10-06T14:21:50Z
dc.date.available2025-10-06T14:21:50Z
dc.description.abstractThis 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. © 2025 Elsevier B.V., All rights reserved.
dc.description.ia_keywordassessment, teachers, language, professional, accountability, taking, dispositions
dc.formatPDF
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6825
dc.language.isoen
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceEducation Sciences
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Sociales
dc.subject.ia_oecd2nEducación
dc.subject.ia_oecd3nEducación General
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2025
oaire.citationIssue1
oaire.citationTitleEducation Sciences
oaire.citationVolume15
oaire.fundingReferenceANID FONDECYT 1240635 (Regular)
oaire.fundingReferenceANID ANILLOS ATE220038
oaire.fundingReferenceCORFO 16PTECFS-66647
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento Didáctica y Prácticas
uct.facultadFacultad de Educación
uct.indizacionSocial Sciences Citation Index - SSCI
uct.indizacionScopus
uct.indizacionERIC
uct.indizacionDOAJ
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