Affective Learning: Adaptation, Resilience and Efficacy

  • Garth Stahl
  • Erica Sharplin
  • Benjamin Kehrwald


This chapter presents research findings on participants’ affective learning within, and as a result of, our model of learning for pre-service teachers. The model focuses on enhancing two key features of students’ practice teaching experience: feedback and reflection. Affective learning is loosely defined here as learning related to ‘things felt’ such as motivation, emotion, interest and attention (Picard, 2004). It includes values, attitudes and dispositions, each of which is manifest in the research data reported in the chapter.


  1. Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., et al. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools. Santa Monica: California, Rand Corporation.Google Scholar
  2. Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207.CrossRefGoogle Scholar
  3. Britton, L. R., & Anderson, K. A. (2010). Peer coaching and pre-service teachers: Examining an underutilised concept. Teaching and Teacher Education, 26(2), 306–314.CrossRefGoogle Scholar
  4. Buckingham Shum., S. & Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd International Conference on Learning Analytics & Knowledge, (29 Apr–2 May, Vancouver, BC). ACM Press: New York.Google Scholar
  5. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change. Journal of Research on Technology in Education, 42(3), 255–284.CrossRefGoogle Scholar
  6. Facione, P. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61–84.CrossRefGoogle Scholar
  7. Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1–25.Google Scholar
  8. Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action. London: Routledge.Google Scholar
  9. Goker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34(2), 239–254.CrossRefGoogle Scholar
  10. Hasbrouck, J. E. (1997). Mediated peer coaching for training preservice teachers. Journal of Special Education, 31(2), 251.CrossRefGoogle Scholar
  11. Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356.CrossRefGoogle Scholar
  12. Kraus, V., & Wehby, J. (1998). The effects of peer coaching and university supervision on the teaching behavior of preservice special education trainees. Nashville, Tennessee: Vanderbilt University.Google Scholar
  13. Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4), 279–299.CrossRefGoogle Scholar
  14. Loughran, J. J., & Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London, New York: Routledge.Google Scholar
  15. McBride, R. E., Xiang, P., & Wittenburg, D. (2002). Dispositions toward critical thinking: The preservice teacher’s perspective. Teachers and Teaching, 8(1), 29–40.CrossRefGoogle Scholar
  16. Picard, R. W., Papert, S., Bender, W., Blumberg, B., Breazeal, C., Cavallo, D., et al. (2004). Affective learning—a Manifesto. BT Technology Journal, 22(4), 253–269.CrossRefGoogle Scholar
  17. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
  18. Schön, D. A. (1984). The architectural studio as an exemplar of education for reflection-in-action. Journal of Architectural Education, 38(1), 2–9.CrossRefGoogle Scholar
  19. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.Google Scholar
  20. Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for rentention. Teaching and Teacher Education, 27(1), 136–146.CrossRefGoogle Scholar
  21. Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2014). The role of feedback and social presence in an online peer coaching program for student teachers. Australasian Journal of Educational Technology, 30(3), 326–341.CrossRefGoogle Scholar
  22. Tschannen-Moran, M., Hoy, A., & Hoy, W. (1998). Teacher efficacy: Its meaning and measure. Review Of Educational Research, 68(2), 202–248.CrossRefGoogle Scholar
  23. Vacilotto, S., & Cummings, R. (2007). Peer coaching in TEFL/TESL programmes. ELT Journal, 61(2), 153–160.CrossRefGoogle Scholar
  24. Vanderburg, M., & Stephens, D. (2010). The impact of literacy coaches: What teachers value and how teachers change. The Elementary School Journal, 111(1), 141–163.CrossRefGoogle Scholar
  25. Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Garth Stahl
    • 1
  • Erica Sharplin
    • 2
  • Benjamin Kehrwald
    • 3
  1. 1.University of South AustraliaMawson LakesAustralia
  2. 2.University of South AustraliaMawson LakesAustralia
  3. 3.University of South AustraliaAdelaideAustralia

Personalised recommendations