Pre-Service Teachers’ Teaching Anxiety, Teaching Self-Efficacy, and Problems Encountered During the Practice Teaching Course
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Practice teaching represents authentic experiential learning and culminating experience to better prepare the prospective teachers for actual teaching experience. However, pre-service teachers who go through the practicum have a number of worries and anxieties which could lower their teaching self-efficacy and consequently their performance. This study aimed to determine the relationship between the pre-service teachers’ teaching anxiety and teaching self-efficacy, the possible reasons for such teaching anxiety, and pre-service teachers’ suggestions to lessen, if not totally eliminate it. For this purpose, student-teacher anxiety and self-efficacy scales have been used for data collection as well as interviews among the pre-service teachers. The findings revealed that pre-service teachers’ teaching anxiety significantly relates to their teaching self-efficacy and among the factors of teaching anxiety, classroom management best predicts pre-service teachers’ teaching self-efficacy. It was also found that there is a significant difference between the levels of teaching anxiety of the pre-service teachers depending on their grade level placement. As perceived by the pre-service teachers, the main cause of their teaching anxiety is high expectations from cooperating teachers and students; hence they recommend better planning and preparation for internship.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it