Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish Elementary School Context
DOI:
https://doi.org/10.26817/16925777.802Keywords:
Pre-service teachers, teaching anxiety, coping strategies, elementary school, EFL, feedback, practicum experienceAbstract
The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' teaching experiences. The findings indicated that prior to teaching experience, classroom management is the major teaching anxiety source and the frequently employed coping strategy is to consult their mentors and cooperating teachers. However, during the actual teaching experience, being observed by a mentor was the most common concern and to cope with it, each participant developed different coping mechanisms. Finally, receiving negative feedback from mentors decreased self-confidence and to compensate, pre-service teachers frequently asked mentors to provide further advice. It is implicated that teacher education programs raise the awareness of pre-service teachers of the potential challenges awaiting them in the practicum experience and equip them with coping strategies.
Downloads
References
Agustiana, V. (2014). Pre-service teachers' anxiety during teaching practicum. English Review: Journal of English Education, 2(2), 174-182.
Arthur, J., Waring, M., Coe, R., & Hedges, L.V. (2012). Research Methods & Methodologies in Education. Thousand Oaks, CA: Sage Publications.
Aydin, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, 30(1), 421-444.
Azmi, M. (2012). Teaching English and stress: Teacher trainees vs. experienced teachers. Asian Transactions on Basic and Applied Sciences, 2(5), 30-39.
Aydin, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21(4), 629-642.
Brown, H. D. (2000). Principles in language learning and teaching. New York: Pearson Education Company.
Elaldı, Ş. (2016). Foreign language anxiety of students studying English Language and Literature: A Sample from Turkey. Educational Research and Reviews, 11(6), 219-228.
https://doi.org/10.5897/ERR2015.2507
Flick, U. (2018). Managing Quality in Qualitative Research. Los Angeles: Sage.
Gal, N. (2006). The role of Practicum supervisors in behavior management Education. Teaching and Teacher Education, 22, 377-393.
https://doi.org/10.1016/j.tate.2005.11.007
Gardner, L. & Leak, G. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21 (1), 28-32.
https://doi.org/10.1207/s15328023top2101_5
Gopang, I., Bughio, F., & Pathan, H. (2015). Investigating foreign language learning anxiety among students learning English in a public sector university, Pakistan. The Malaysian Online Journal of Educational Science, 3(4), 27-37.
Gregersen T, Meza, MZ, MacIntyre, P.D (2014). The motion of emotion: Idiodynamic case studies of learners' foreign language anxiety. The Modern Language Journal, 98(2), 574-588.
https://doi.org/10.1111/modl.12084
Han, T. & Aybirdi, N. (2017). Turkish EFL students' perspectives regarding responsibilities in reducing foreign language classroom anxiety (pp.115-126). In Researching ELT: Classroom Methodology and Beyond (Ed. Dinçay Köksal). Frankfurt am Main ; New York : Peter Lang
Hellström, Nolan, & Lundh (2005). "We do things together" A case study of "couplehood" in dementia. Dementia, 4(1), 7-22.
https://doi.org/10.1177/1471301205049188
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. http://dx.doi.org/10.2307/327317.
https://doi.org/10.2307/327317
Kesen, A., & Aydın, Z. (2014). Anxiety levels of novice and experienced EFL instructors: Istanbul Aydın University case. Procedia - Social and Behavioral Sciences, 116, 880-883. doi:10.1016/j.sbspro.2014.01.314.
https://doi.org/10.1016/j.sbspro.2014.01.314
Kim, S. Y., & Kim, J. H. (2004). When the learner becomes a teacher: Foreign language anxiety as an occupational hazard. English Teaching, 59(1), 165-185.
Lampadan, N. (2014). Understanding the causes of anxiety and coping strategies of student teachers during their internship: A phenomenological study. Catalyst, 10(2), 34-45.
MacDonald, C. (1993). Coping with stress during the teaching practicum: The student teacher's perspective. The Alberta Journal of Educational Research, 39, 407-418.
Machida, T. (2016). Japanese Elementary School Teachers and English Language Anxiety. TESOL Journal, 7(1), 40-66.
https://doi.org/10.1002/tesj.189
Mahmoudi, F. & Özkan, Y. (2016). Practicum stress and coping strategies of pre-service English language teachers. Procedia - Social and Behavioral Sciences, 232, 494-501. https://doi.org/10.1016/j.sbspro.2016.10.067.
https://doi.org/10.1016/j.sbspro.2016.10.067
Merç, A. (2004). Reflections of pre-service EFL teachers throughout their teaching practicum: What has been good? What has gone wrong? What has changed? (Unpublished master's thesis). Anadolu University, Eskişehir, TR.
Merç, A. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80-94. Retrieved from http://www.dergipark.ulakbim.gov.tr/tojqi/articl/view/5000093463.
Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish preservice EFL teachers. The International Journal of Research in Teacher Education,6(3),40-58.
Oxford, R. L. (1999). Anxiety and the language learner: new insights. In J. Arnold (Ed). Affect in language learning. Cambridge: CUP.
Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Egitim Arastirmalari-Eurasian Journal of Educational Research, 42, 207-224.
Sammephet, B., & Wanphet, P. (2013). Pre-service teachers' anxiety and anxiety management during the first encounter with students in EFL classroom. Journal of Education and Practice, 4(2), 78-87.
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
https://doi.org/10.1111/j.1467-1770.1978.tb00309.x
Smith, K. (2010). Assessing the Practicum in teacher education-Do we want candidates and mentors to agree? Studies in Educational Evaluation, 36, 36-41.
https://doi.org/10.1016/j.stueduc.2010.08.001
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage
Strauss, A. & Corbin, J. (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications.
Walliman, N. (2011). Research Methods: The Basics. Routledge
https://doi.org/10.4324/9780203836071
Wolcott, H.F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.
Yoon, T. (2012). Teaching English through English: Exploring anxiety in non-native preservice ESL teachers. Theory and Practice in Language Studies, 2(6), 1099-1107. http://doi.org/10.4304/tpls.2.6.1099-110
Downloads
Published
How to Cite
Issue
Section
| Article metrics | |
|---|---|
| Abstract views | |
| Galley vies | |
| PDF Views | |
| HTML views | |
| Other views | |
