Home⇛Journal of Education, Management, and Development Studies⇛vol. 2 no. 1 (2022)

Anxiety of Practice Teachers on Final Teaching Demonstration

Ira Gem G. Albasin-Lacaba | Medeliza P. Avenir | Jolina B. Permejo | Eduardo Edu C. Cornillez Jr.

Discipline: Education

 

Abstract:

No studies have been conducted yet that focus on assessing students’ anxiety levels during their final teaching demonstration. The study specifically aimed to identify the profile of the practice-teachers and determine their level of anxiety towards final teaching demonstrations, particularly in the areas of lesson planning, class management, and evaluation, leading to the proposal of interventions to manage their anxiety. A descriptive survey research design was utilized in this study. There were a total of 34 respondents, who were teacher education students at the Eastern Visayas State University-Tanauan Campus, Philippines, practicing as pre-service teachers in the second semester of the academic year 2019-2020. They were chosen using a total enumeration sampling design. The instrument used was adapted from The Student Teacher Anxiety Scale (STAS) by Hart (1987). The findings of the study revealed that generally, the student teachers experienced a normal level of anxiety for lesson planning during their final teaching demonstration. However, there is a need for them to improve their knowledge about the application of different teaching strategies. The student teachers also feel the same normal level of anxiety when it comes to class management. And lastly, they experienced an acceptable level of anxiety about being evaluated, although they tend to be very anxious about whether their performance will be accepted by their respective evaluators. The researchers recommend more training workshops about lesson planning for the students and letting them practice more teaching demonstrations to help manage their anxiety during their final teaching demonstration.



References:

  1. Agustiana, V. (2014). Pre-service teachers’ anxiety during teaching practicum. English Review: Journal of English Education, 2(2), 174–182. Retrieved from https://journal.uniku.ac.id/index.php/ERJEE/article/view/104
  2. Ahonen, E., Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Student teachers’ key learning experiences–Mapping the steps for becoming a professional teacher. International Journal of Higher Education, 4(1), 151–165. Retrieved from https://eric.ed.gov/?id=EJ1060567
  3. Akhter, N., Kanwal, N., Fatima, Q., & Mahmood, M. K. (2016). Relationship between self-efficacy and anxiety in student teachers with reference to their teaching practices at school placement. Journal of Educational Research (1027-9776), 19(1).
  4. Akinsola, M. K. (2014). Assessing pre-service teachers' teaching anxiety. American Journal of Educational Research, 2(12A), 41–44.
  5. American Psychological Association. (2021). Anxiety. Retrieved from https://www.apa.org/topics/anxiety
  6. Aubenque, P. (1976). Martin Heidegger (1889–1976). Les Études philosophiques, 3, 259–272. Retrieved from https://www.jstor.org/stable/20846841
  7. Capel, S. A. (1997). Changes in students’ anxieties and concerns after their first and second teaching practices. Educational Research, 39(2), 211–228.
  8. Connell, J., Carlton, J., Grundy, A., Taylor Buck, E., Keetharuth, A. D., Ricketts, T., ... Brazier, J. (2018). The importance of content and face validity in instrument development: Lessons learnt from service users when developing the Recovering Quality of Life measure (ReQoL). Quality of Life Research, 27(7), 1893–1902. https://doi.org/10.1007/s11136-018-1847-y
  9. Danyluk, P. (2013). The role of the prepracticum in lessening student teacher stress: Student teachers’ perceptions of stress during practicum. Action in Teacher Education, 35(5-6), 323–334. https://doi.org/10.1080/01626620.2013.846148
  10. Ekşi, G., & Yılmaz Yakışık, B. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6).
  11. Enoc, J. O. (2019). The development of a student teachers teaching demonstration performance evaluation tool. European Scientific Journal, 15(16). https://doi.org/10.19044/esj.2019.v15n16p75
  12. Han, T., & Takkaç-Tulgar, A. (2019). Analysis of pre-service teachers’ teaching anxiety and coping strategies: A Turkish elementary school context. GIST – Education and Learning Research Journal(19), 49–83. https://doi.org/10.26817/16925777.802
  13. Hart, N. I. (1987). Student teachers’ anxieties: Four measured factors and their relationships to pupil disruption in class. Educational Research, 29(1), 12–18.
  14. Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 43(5), 534–549. https://doi.org/10.1080/02607476.2017.1355080
  15. Kornbrot, D. (2014). Point biserial correlation. In N. Balakrishnan, T. Colton, B. Everitt, W. Piegorsch, F. Ruggeri, & J. L. Teugels (Eds.), Wiley StatsRef: Statistics Reference Online (1st ed.). https://doi.org/10.1002/9781118445112.stat06227
  16. Korthagen, F. A. J., & Kessels, J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17. https://doi.org/10.3102/0013189X028004004
  17. Loc, N. (2014). The place of pedagogical internship in the reform of teacher education in Vietnam. In Practical knowledge in teacher education: Approaches to teacher internship programmes (p. 44).
  18. May, R. (1977). The meaning of anxiety. Norton & Company.
  19. McKight, P. E., & Najab, J. (2010). Kruskal-Wallis test. In I. B. Weiner & W. E. Craighead (Eds.), The Corsini Encyclopedia of Psychology (p. corpsy0491). https://doi.org/10.1002/9780470479216.corpsy0491
  20. Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology, 67(1), 69–89. https://doi.org/10.1111/j.2044-8279.1997.tb01228.x
  21. Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2000). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education, 23(1), 19–35. https://doi.org/10.1080/713667267
  22. Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747
  23. Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. South African Journal of Education, 23(1), 18–22.
  24. Paker, T. (2011). Student teacher anxiety related to the teaching practicum.
  25. Peterson, R. A., & Kim, Y. (2013). On the relationship between coefficient alpha and composite reliability. Journal of Applied Psychology, 98(1), 194–198. https://doi.org/10.1037/a0030767
  26. Saariaho, E., Pyhältö, K., Toom, A., Pietarinen, J., & Soini, T. (2016). Student teachers’ self- and co-regulation of learning during teacher education. Learning: Research and Practice, 2(1), 44–63. https://doi.org/10.1080/23735082.2015.1081395
  27. Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129–142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x
  28. Sharf, R. S. (2015). Theories of psychotherapy & counseling: Concepts and cases. Cengage Learning.
  29. Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296.
  30. Voss, T., & Kunter, M. (2020). “Reality shock” of beginning teachers? Changes in teacher candidates’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700

 


Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic