An Efl Pre-Service Teacher’s Anxieties During Online Teaching Practicum

Abstract

This qualitative study examined pre-service English teacher's perception on anxiety during online teaching practicum. There was a pre-service teacher of an English Language Education Department, who agreed to participate in this research. She was chosen because she implemented full online teaching practicum in 2020. The participant shared her perception toward emotional feelings that created anxiety during online teaching. Based on interview as the main instrument, the results showed that the participant felt anxiety in four domains, namely relationships with teacher and staff, classroom management, learning preparation and design and lesson evaluation. In addition, the pre-service teacher can fulfill all theoretical principles in online teachings, such as androgogy, pedagogy, and disparity in generations. The data implied that the relationship with teacher and staff is the most dominant source of anxiety felt by the pre-service teacher when carrying out online teaching practicum. The pre-service English teacher’s anxieties in online teaching practicum that found in this study can be used as evaluation for English language education study programs in preparing their students before being placed in practical schools in the next period.