Exploring teaching anxiety and its sources from the perspectives of pre-service teachers

Özcan, Burcu
This study aims to explore teaching anxiety and its sources from the perspectives of pre-service teachers. The suggestions of pre-service teachers about reducing teaching anxiety are also aimed to be taken in this study. The participants of the study consist of 20 pre-service teachers enrolled in a teacher education program at a state university in Central Anatolia/Turkey. The data of the study were obtained through semi-structured interviews conducted individually with each participant. The obtained data were analyzed through content analysis. The findings have shown that pre-service teachers have three types of teaching anxiety, consisting of self-centered, task-centered, and student-centered anxieties. The most outstanding anxieties related to each type include adaptation and security; starting to work and management-related issues; building rapport and handling individual differences. Regarding the sources of teaching anxiety of pre-service teachers, the findings have shown that there are person-related, teacher training-related, and profession-related factors that cause anxiety in pre-service teachers about teaching. The most commonly shared factors related to each category involve lack of experience and feeling of inadequacy; discrepancy between theory and practice, insufficiency of practice teaching opportunity; low prestige of the profession, and high expectations from teachers. For reducing teaching anxiety, pre-service teachers suggested increasing and improving opportunities for gaining experience in teaching addressing both the teacher training programs and pre-service teachers individually. The findings of the study were discussed in light of the related literature. The study was concluded with the presentation of implications for practice and future research.


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Citation Formats
B. Özcan, “Exploring teaching anxiety and its sources from the perspectives of pre-service teachers,” M.S. - Master of Science, Middle East Technical University, 2021.