| dc.description.abstract | This research aims to investigate the sources of teaching anxiety as experienced by
EFL pre-service teachers during the teaching practicum and what kind of strategy is used to
cope with the teaching anxiety. This research used Aydin (2016) and Murray-Harvey et al.
(2000) frames to investigate the sources of teaching anxiety and the strategies to cope with it.
One English pre-service teacher was willing to participate as participant in this research. The
data were collected through semi-structured interviews using an online recorder. The
researcher found that the pre-service teacher was anxious most of she felt by due to the lack of
teaching experience, teacher’s personality, fear of making mistakes, difficulties in time
management, lack of learner motivation, and technical issues. This research revealed that there
are eight strategies (i.e. cognitive strategies, behavioral strategies, emotional strategies, selfmanagement skill, professional qualities, discussion with people, support from supervising
teacher, and feedback from lecturer supervisor) used by the participant to cope with her
teaching anxiety and grouped into four main categories (i.e. personal, professional, social, and
institutional). Further implications and recommendations are also described in this research.
The result from this research suggest alternatives for EFL pre-service teachers to cope with
anxiety during teaching practicum. | en_US |
