Student Teachers’ Perceptions of Sources of Teaching Practice-Related Anxieties

Danner, Regina B.

doi:10.12785/jtte/020104

Cited by 11 publications

(13 citation statements)

References 34 publications

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“…Specifically, in relation to the third research question and professional learning aspects of the ICT plan and improvements needed at the system level, some of the relevant training in using ICT for administrative purposes had been implemented by Papuan key personnel. However, despite research indicating the importance of training in ICT which involves frequency of practice for teachers and time for a mindset shift from teacher-centered to student-centered learning (Allen et al, 2018;Danner, 2014;Harendita, 2013), it seemed that other essential ICT professional learning, such as in using ICT for curriculum purposes, did not occur. Given insufficient ICT training and use, teachers and principals did not generally have high levels of technical skills on computers.…”

Section: Discussionmentioning

confidence: 99%

“…Beyond attitudes, teacher and student ICT use in the classroom is influenced by pedagogical practices, teacher training, and computer familiarity (Mwendwa, 2017). Teachers need to build their skills through frequent ICT use and practice which leads to changes in pedagogy, with professional learning occurring that supports teachers in confidence building (Danner, 2014) and with the government "focusing more on how critical pedagogy can be fostered through the use of ICT" (Harendita, 2013 p. 207). Mailizar and Fan's (2019) research in Indonesia with secondary maths teachers similarly indicates the need for building knowledge of ICT relevant to the subject area and knowledge of relevant pedagogical practices using ICT.…”

Section: Background Ict Attitudes and Professional Developmentmentioning

confidence: 99%

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Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries

et al. 2020

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Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.

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Section: Discussionmentioning

confidence: 99%

Section: Background Ict Attitudes and Professional Developmentmentioning

confidence: 99%

Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries

et al. 2020

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“…Furthermore, personality factors, precisely speaking, neurological personality, underlie much of the anxiety of pre-service teachers. However, it is noteworthy that neither gender differences nor academic level differences in terms of student teachers' anxiety were found in Danner's (2014) study, which studied two hundred and seventy-seven undergraduate students of the Faculty of Education in a University from Nigeria. The results suggest that anxiety is a reality student teachers must face during the teaching practicum although individual difference in terms of FLTA remains an undetermined issue.…”

Section: Pre-service Efl Teacher Anxietymentioning

confidence: 89%

The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers

Xie

Zeng

2023

Sage Open

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Most previous studies focused on foreign language learning anxiety, whereas relatively few have ever examined the foreign language teaching anxiety (FLTA), particularly experienced by pre-service EFL (English as a Foreign Language) teachers. By administering the “Foreign Language Teaching Anxiety Scale” (FLTAS) and a semi-structured interview, the current study examined whether the EFL teaching practicum had an influence on FLTA by comparing the differences of FLTA between pre-service EFL teachers who had 4 months of practicum experience and those without the practicum, and explored the potential factors contributing to FLTA. Results of descriptive analyses showed that overall the pre-service teachers had a relatively high level of FLTA. Results of independent sample t-test analyses indicated that the practicum group had significantly higher FLTA compared to the non-practicum group. Furthermore, within the two groups, female teachers consistently showed higher FLTA than the male teachers. Results of the interview content analyses revealed that anxiety-provoking factors primarily originated from fear of negative evaluation, low self-perception of language proficiency, and teaching inexperience. The findings of the current study provide insights of anxiety research in EFL context and implications for teachers to better reduce anxiety in English teaching practice.

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“…However, Arslan & Ilin (2018) commented that the experiences of student-teachers during practicum direct to changes their concerns about teaching. Danner (2014) suggested that it is better to have intervention programs for student-teachers' teaching practice-related anxieties about improving teacher preparation program.…”

Section: Murraymentioning

confidence: 99%

Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar

Chaw

Kopp

2021

LUMEN Proceedings

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

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Student Teachers’ Perceptions of Sources of Teaching Practice-Related Anxieties

Cited by 11 publications

References 34 publications

Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries

Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries

The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers

Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar

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