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.