Pre – Service Teachers’ Teaching Anxiety During Online Teaching Practicum

Abstract

The aim of this study is to investigate sources of teaching anxiety as experienced by pre - service teachers during their online teaching practice and what kind of strategies that they use to cope with their anxiety. This study used qualitative research design, particularly thematic analysis. Two pre – service teachers from Senior High School and Junior High School are chosen to be the participants of this research. The questions were constructed based on Han & Tuglar (2019) and Kennedy (2013) that provided a comprehensive theoretical model that can inform both research on online learning teaching anxiety and the practice of instruction. Data collection obtained through a researcher's recorder. The findings indicated that pre-service students were anxious due to the classroom management, fear of making mistakes, lack of teaching experience, unmet expectations, communication with field supervisor teachers and good relationship with students. Pre – service teacher had their own strategies to cope with the anxiety. it found that modification of course content and also high self – motivation are needed during teaching online. It is implied that pre-service teacher training should be enhanced to assist pre-service teachers in preparing themselves to feel confident adapting lesson plans for students with a variety of needs, including those experiencing technical difficulties while engaging in online learning.