The impact of microteaching on preservice EFL teachers: Addressing foreign language teaching anxiety and professional development

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-07-24 DOI:10.1016/j.tate.2025.105153

Eun-Young Jeon

引用次数: 0

Abstract

This study examined the impact of microteaching on reducing foreign language teaching anxiety, identified phase-specific sources of anxiety, and explored perceived learning outcomes among Korean preservice English teachers. Employing a mixed-methods design, data were collected from 43 participants through surveys, reflection papers, and interviews. Although the quantitative results were not statistically significant, large effect sizes suggested meaningful reductions in teaching anxiety. Notably, pre-teaching anxiety was most prominent. Qualitative findings highlighted the role of feedback and experiential learning in fostering professional growth. These results underscore the value of microteaching in teacher education, emphasizing the importance of phase-specific support and iterative practice.

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微格教学对职前英语教师的影响：解决外语教学焦虑与专业发展

本研究考察了微格教学对减少外语教学焦虑的影响，确定了特定阶段的焦虑来源，并探讨了韩国职前英语教师的学习成果感知。采用混合方法设计，通过调查、反思论文和访谈从43名参与者中收集数据。虽然定量结果在统计上不显著，但大的效应量表明教学焦虑有意义的减少。值得注意的是，教学前焦虑最为突出。定性研究结果强调了反馈和体验式学习在促进专业成长方面的作用。这些结果强调了微格教学在教师教育中的价值，强调了分阶段支持和迭代实践的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.