LAUSR

Abstract For preservice teachers, learning-oriented error-handling practices can play a central role in professional development. Errors reveal areas preservice teachers have not yet mastered and can act as catalysts for informal learning processes. Yet for most people, errors are also linked to the experience of negative emotions. Research has found an array of associations between various error-related emotions and learning-oriented error-handling practices. Yet almost nothing is known about individual patterns of error-related emotions. In part 1 of our study, using a latent profile analysis of 208 preservice teachers, we identify four error-related emotional patterns (generally low emotions, anxiety-guilt profile, generally high emotions, anger-sadness profile). In part 2, using a latent moderated mediation model, we find that teachers' error-related emotional profiles predict their level of knowledge about dysfunctional instructional strategies, and that this association is mediated by the teacher's individual handling of his or her own instructional errors.