EXPLORING PRE-SERVICE ENGLISH TEACHER ANXIETY DURING TEACHING PRACTICUM IN THAI CLASSROOMS: A CASE STUDY

Sintiya Dewi Patmalasari, kurniasih kurniasih, kurniasih kurniasih, Muhammad Yunus, Muhammad Yunus

Abstract


Abstract: This study explores the teaching anxiety experienced by Indonesian EFL pre-service teachers during teaching practicum in Thai classrooms and the strategies they use to cope with it. Teaching practicum is crucial component of teacher education because it provides opportunities for pre-service teachers to apply theorical knowledge in real classroom setting. However, teaching in an international context may intensify challenges due to cultural differences, language barrier, and unfamiliar educational environment. This study uses a qualitative multiple-case study design; the research involved two pre-service teachers from an English Education Department at a private university in East Java who completed a teaching practicum in private schools in Krabi, Thailand. The data were collected through semi-structured, in-depth interviews and analyzed using thematic analysis. The findings show there are several factors contributing to teaching anxiety, such as lack of self-confidence, language barriers, material preparation, time management, and anxiety about teaching performance. Despite those challenges, the pre-service teachers have some strategies to manage their anxiety, such as adapting their teaching methods, practicing self-management skills, and building a support system, which will increase their teaching experience. This study highlights the significance of emotional support, adequate preparation, and institutional guidance in teaching anxiety among pre-service teachers in international practicum settings

 

Keywords: Teaching anxiety, pre-service teachers, teaching practicum, cross- cultural teaching, coping strategies

 


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References


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