印尼多学科教育研究项目实习教师的教学焦虑

Vina Agustiana, N. Nurhayati
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引用次数: 2

摘要

随着专业人员的需求,研究报告指出,在实际教学中出现了大量的焦虑。为了减少教学焦虑,本研究探讨了实习教师在实际教学中所面临的教学焦虑水平,以及引发焦虑产生的因素。本研究采用问卷调查作为研究策略进行定量研究。Hart(1987)发明的学生教师焦虑量表(STAS)成为一种进行语言修饰的研究工具。以印度尼西亚某私立大学多学科教育研究项目(ESP)的238名实习教师为研究对象,对其进行实际教学。调查对象由6个不同的ESP组成。从研究结果可以看出,多学科ESP实习教师在开展实际教学活动时所面临的教学焦虑水平处于较高水平,平均为3.69。各ESP实习教师的焦虑水平分别为:小学教师(3.89)、数学(3.74)、英语(3.48)、印尼语(3.47)处于较高水平。而生物ESP和经济ESP实习教师的教学焦虑水平分别为3.35和3.26,处于正常水平。同时,影响教学焦虑的主要因素是教学准备(3.86)、教学评价(3.73)、班级控制(3.71)、学校工作人员(3.58)和教学失败(3.58)。当焦虑出现时,良好的沟通是最初的解决办法,这样才能使真正的教学活动变得更好。最后,当焦虑被视为一种刺激时,真正的教学才会更有用,这样学生才能更好地进行真正的教学活动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching Anxiety Experienced by Indonesian Student Teachers of Multidisciplinary Education Study Program
With the demands of professionals, the study reports that there is a great deal of anxiety that arises in real teaching. As an effort to reduce the teaching anxiety, this study explores the level of teaching anxiety faced by student teachers in implementing real teaching as well as factors that can trigger the emergence of anxiety. This research was conducted quantitatively by applying the survey as the research strategy. The Student Teacher Anxiety Scale (STAS) found by Hart (1987) became a research instrument with language modification performed. 238 student teachers of Multidiciplinary Education Study Program (ESP) at one of the Private University in Indonesia who will carry out real teaching are involved as research respondents. The respondents consist of 6 different ESP. Based on the results of the study, it can be seen that the level of teaching anxiety faced by student teachers of multidiciplinary ESP in carrying out real teaching activities is at a high level with an average of 3.69. The level of anxiety experienced by student teachers of each ESP are as follows: Primary School Teacher (3.89), Mathematics (3.74), English Language (3.48), Indonesian Language (3.47) are at a high level. While the level of teaching anxiety of student teachers of Biology ESP (3.35) and Economic ESP (3.26) are at the normal level. Meanwhile, the most influencing factor causing the teaching anxiety were teaching preparation (3.86), teaching evaluation (3.73), class control (3.71), school staff (3.58), and failure in teaching (3, 58). With the anxiety that arises, good communication is the initial solution that can be done so that real teaching activities get better. Finally, real teaching will be more useful when the anxiety that arises is considered as a stimulation so that students can carry out better real teaching activities.
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