| dc.description.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. | en_US |
