Proceedings of the 9th International Conference on Advanced Research in Teaching and Education
Year: 2024
DOI:
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“I Worry so Much but Don’t Know Why”: An Investigation of Preservice Teachers’ Anxiety Levels during Student Teaching
Hsuehi Lo
ABSTRACT:
Pre-service teachers faced a challenge when teacher preparation programs reduced in-person courses and increased distance course modalities during COVID-19. Preservice teachers demonstrated increased levels of anxiety during in vivo student teaching (Li et al, 2023; Gorospe, 2022). Vias this investigation, this study aimed to explore preservice teachers’ levels of anxiety before and during their student teaching period and whether or not, or to what degree, they attributed anxiety to in-service teaching. I explored possible explanations for anxiety because such feelings may affect preservice teachers’ self-efficacy and classroom management performance (Lo, 2024; Bach & Hagenauer, 2022). I assessed preservice teachers’ anxiety level via survey and by means of interviewing candidates before, during, and after their student teaching period. I determined that preservice teachers’ teaching-related anxiety prior student teacher proved significantly higher than it was during the experience, by about 11% (df=46, p=.0031). Interview suggested that preservice teachers’ anxiety musings about anxiety also proved different when comparing levels of before and during student teaching period. Prior to student teaching, preservice teachers expressed a general sense of anxiety without elucidating specific reasons for these sensations. In the field, preservice teachers attributed anxiety to teaching self-efficacy and classroom management ability; they traced their fears about classroom management to self-doubts regarding their interpersonal skills with youngsters. Cooperating teachers play key roles increasing or ameliorating anxiety. I discuss the importance of collaborative communication between preservice teachers and cooperating educators in dampening unhealthy levels of emotional arousal.
keywords: preservice teachers, self-efficacy, teaching anxiety, teaching practicum