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The study reports a case study of early career primary teachers, demonstrating development of these skills through iterative use of a purpose-designed collaborative protocol. Teachers analyze affective responses using lesson-video critical moment procedures, enabling non-judgmental self evaluation and linking affective-reflective growth with teaching confidence. Findings support reframing professional learning to include emotional experience and analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflecting-on-emotions-during-teaching-developing-affective-reflective-skills-in-novice-teachers-using-a-novel-critical-moment-protocol/593974/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflecting-on-emotions-during-teaching-developing-affective-reflective-skills-in-novice-teachers-using-a-novel-critical-moment-protocol/593974.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are affective-reflective skills in the context of teaching?","Question",{"text":112,"@type":113},"They are described as an integral part of classroom pedagogy, involving teachers’ emotional understandings and regulation that can strengthen confidence and overall classroom performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article propose these skills are developed for early career teachers?",{"text":117,"@type":113},"Through iterations of a purpose-designed collaborative protocol that uses critical moment analysis of affective responses observed from lesson videos.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main outcomes reported from using the novel critical moment protocol?",{"text":121,"@type":113},"The protocol enables non-judgmental, self-evaluative examination of classroom practices and supports an emerging understanding of how affective-reflective skills relate to teaching confidence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593974,1792165670,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 10 | Article 4 |\n| --- | --- |\n| 2020\u003Cbr>Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol\u003Cbr>James Bleakley\u003Cbr>Southern Cross university, [james.bleak59@gmail.com](james.bleak59@gmail.com)\u003Cbr>Geoff Woolcott\u003Cbr>Southern Cross University, [geoff.woolcott@scu.edu.au](geoff.woolcott@scu.edu.au)\u003Cbr>Tony Yeigh\u003Cbr>Southern Cross University, [tony.yeigh@scu.edu.au](tony.yeigh@scu.edu.au)\u003Cbr>Robert Whannell\u003Cbr>University of New England, [rwhannel@une.edu.au](rwhannel@une.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, and the Social and Philosophical Foundations of Education Commons |  |\n\nRecommended Citation  \nBleakley, J., Woolcott, G., Yeigh, T., & Whannell, R. (2020) . Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol. Australian Journal of Teacher Education, 45(10) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n10.4](http://dx.doi.org/10.14221/ajte.2020v45n10.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss10/4](https://ro.ecu.edu.au/ajte/vol45/iss10/4)  \nReflecting On Emotions During Teaching: Developing Affective-Reflective Skills In Early Career Teachers Using A Novel Critical Moment Protocol  \nJames Bleakley  \nGeoff Woolcott  \nTony Yeigh  \nSouthern Cross University  \nRobert Whannell  \nUniversity of New England  \nAbstract: Affective-reflective skills are an integral component of  \nclassroom pedagogy, providing teachers with emotional  \nunderstandings and confidence that can improve overall classroom  \nperformance. This article presents a case study of early career  \nprimary school teachers, showing how such affective-reflective skills  \ncan be developed through iterations ofa purpose-designed  \ncollaborative protocol. Use of this novel protocol allowed teachers to  \nexamine their classroom practices via critical moment analysis of  \naffective responses observed from lesson videos. Findings  \ndemonstrate how teachers’ use of this non-judgmental and self  \nevaluative protocol contributed to an emerging understanding of the  \nrelationship between their affective-reflective skills and teaching  \nconfidence. Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher’s emotional experience  \nand its subsequent analysis, as part of the learned content that  \nsupports the growth of teacher confidence.  \nIntroduction  \nA substantial body of literature developed around the importance of teacher emotional literacy has begun to converge with an equally substantial literature supporting collaborative teacher professional learning (Woolcott et al., 2017a, 2017b; Wurf & Croft-Piggins, 2015) . This convergence links reflective practice, seen as critical for the purpose of improving teaching and sustaining change (Cavanagh & Prescott, 2010), with the affective skills that encompass teachers’ emotional understandings and regulation (Galligan et al., 2019; Uitto, Jokikokko, & Estola, 2015; Yeigh et al., 2016) . Such affective-reflective skills are related to notions of emotional intelligence (Goleman, 2006) and are linked with the ability of a teacher to identify and control their emotions (Vesely, Saklofske, & Leschied, 2013) . Teacher professional learning that develops such skills is important in positively supporting a teacher’s enthusiasm, resilience, adaptability and abilities in understanding their own emotional states; a teacher so armed has more confidence in teaching and mor","cbCaiaFaBLbQQ2i5","https://ap.wps.com/l/cbCaiaFaBLbQQ2i5","pdf",320229,"English","# Abstract\n# Introduction\n# Theoretical Framework and Study Context\n# Methodology and Research Design\n# Results and Discussion","[{\"question\":\"What are affective-reflective skills in the context of teaching?\",\"answer\":\"They are described as an integral part of classroom pedagogy, involving teachers’ emotional understandings and regulation that can strengthen confidence and overall classroom performance.\"},{\"question\":\"How does the article propose these skills are developed for early career teachers?\",\"answer\":\"Through iterations of a purpose-designed collaborative protocol that uses critical moment analysis of affective responses observed from lesson videos.\"},{\"question\":\"What are the main outcomes reported from using the novel critical moment protocol?\",\"answer\":\"The protocol enables non-judgmental, self-evaluative examination of classroom practices and supports an emerging understanding of how affective-reflective skills relate to teaching confidence.\"}]","Reflecting on Emotions During Teaching - Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol | PDF",1792078292,48]