Conditions of Beginning Teaching and Anxiety Perceived in Teacher Candidates

Yazıcı, Hikmet; Altun, Fatma

doi:10.1016/j.sbspro.2013.09.313

Cited by 3 publications

(9 citation statements)

References 1 publication

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“…As presented in Table 4, the present study found that half TAS scales were significantly correlated with the demographic variables, consistent with the findings in the current literature (Morton et al, 1997;Peker & Halat, 2009;Wang & Wang, 2015;Yazici & Altun, 2013). It is understandable that older, more experienced teachers and/or those with higher professional titles tend to be less concerned about classroom teaching, promotion and research, as found in the present study, in that they have secured everything and/or are approaching retirement.…”

Section: Relationships Between Tas and Tsi Scales And Demographic Varsupporting

confidence: 92%

“…As reviewed, teaching anxiety and teacher stress are big and complex issues, which can be attributed to various sources and result in serious consequences. In addition, though some studies show that they are related to demographic variables (Peker & Halat, 2009;Wang & Wang, 2015;Yazici & Altun, 2013), further research is needed to explore anxiety and stress in teachers at different educational levels or institutional settings considering the large population of teachers and the huge diversity of the population. As discussed in Wang and Wang (2015), not much empirical research has been done on teacher anxiety and stress in Chinese contexts.…”

Section: Teacher Stressmentioning

confidence: 99%

“…Clearly, teaching anxiety and teacher stress are complex issues, thus deserving further research. In addition, though some studies reveal that anxiety and stress are related to teachers' demographic variables (Peker & Halat, 2009;Wang & Wang, 2015;Yazici & Altun, 2013), more research is needed to reveal a fuller picture. Moreover, most empirical studies focus on pre-service or primary and middle school teachers, with little research targeting university teachers, as reviewed below.…”

Section: Introductionmentioning

confidence: 99%

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Anxiety and Stress in In-service Chinese University Teachers of Arts

Liu

Yan²

2020

IJHE

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As revealed by literature, anxiety and stress are complicated yet serious issues among teachers at all educational levels. Though widely studied, research on them often focuses on pre-service or primary and middle school teachers, with little research on in-service university teachers. It is especially so in China. The present study thus examined anxiety, stress and their relations with demographic variables in in-service university teachers in China. 256 teachers from various universities in China answered the Demographic Questionnaire, the Teaching Anxiety Scale and the Teacher Stress Inventory. Analyses of the data revealed the following main findings: (1) the participants were under great stress, but they were generally not so anxious about teaching, (2) teaching anxiety was generally significantly negatively correlated with age, professional title and years of teaching, while teacher stress was significantly negatively related to professional title, and (3) overall teacher stress, professional title and age were powerful predictors for teaching anxiety, while years of teaching, overall teaching anxiety and its subscales were powerful predictors for teacher stress. Based on these findings, some implications are discussed.

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Section: Relationships Between Tas and Tsi Scales And Demographic Varsupporting

confidence: 92%

Section: Teacher Stressmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Anxiety and Stress in In-service Chinese University Teachers of Arts

Liu

Yan²

2020

IJHE

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“…This finding was supported by X. Wang and Wang (2015), who found that Chinese EFL teachers generally reported feeling anxious due to such reasons as heavy workload, failure to engage in family routines, course preparation, teaching ability, and unfair evaluation by deans and students.…”

Section: Teaching Anxietymentioning

confidence: 80%

“…Studies on FLA in in-service SL/FL teachers show that these teachers also suffer from varying degrees of anxiety due to various reasons, such as workload, imperfect performance or competence of the target language, inadequate preparation, and pressure from research and promotion (İpek, 2016;X. Wang & Wang, 2015;Zhang, 2010).…”

Section: Teaching Anxietymentioning

confidence: 99%

Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers

Liu

2021

Sage Open

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This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.

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“Teaching Unplugged”: An Approach For Designing An EFL Teacher Education at Disadvantaged Schools

Febrianto,

Pavita,

Normawati

2024

ELTF

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Inspired by the approach of “Teaching Unplugged: Dogme in English Language Teaching” developed by Luke Meddings and Scott Thornbury, this theoretical research introduces and offers a conceptual design of teacher training intended to be relevant to novice Indonesian EFL teachers, especially those working at schools located in the most remote and disadvantaged areas of Indonesia. The training is designed based on the theoretical framework of the approach and critical reviews of several related empirical studies. This article, therefore, focuses on exploring the applications of the approach by examining some other research including the most recent ones about the approach, and investigating its relevance to the context of English education at the most disadvantaged schools in Indonesia. The practical stages and syllabus are also presented in the article so that both teachers as participants and teacher educators can easily follow and understand how the materials can be implemented in their teaching contexts. Considering the theoretical-based materials and well-planned activities that the training offers, novice EFL teachers, after completing the program, are expected to be able to improve their both language and pedagogical skills that are needed in their school contexts and in line with the recent curriculum, the Merdeka curriculum.

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Conditions of Beginning Teaching and Anxiety Perceived in Teacher Candidates

Cited by 3 publications

References 1 publication

Anxiety and Stress in In-service Chinese University Teachers of Arts

Anxiety and Stress in In-service Chinese University Teachers of Arts

Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers

“Teaching Unplugged”: An Approach For Designing An EFL Teacher Education at Disadvantaged Schools

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