International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 71-80

Preservice Accounting Teachers’ Anxiety About Teaching Practicum

Joseph Tufuor Kwarteng

pp. 71 - 80   |  Manu. Number: MANU-1810-29-0001

Published online: December 23, 2018  |   Number of Views: 358  |  Number of Download: 878


Abstract

The study examined the anxiety experienced by preservice accounting teachers about their teaching practicum. The study drew on descriptive survey with a population of 245 final year preservice accounting teachers in the University of Cape Coast, Ghana. Out of this population, a sample of 100 was drawn at random to respond to the Student Teacher Anxiety Scale (STAS) developed by Hart (1987) and modified by Morton, Vesco, Williams and Awender (1997). The fieldwork which lasted 4 weeks was undertaken in the schools where the preservice teachers were posted for the practicum. Data collected was analysed using descriptive and inferential statistics. Findings indicated that preservice accounting teachers were anxious about the teaching practicum, with their anxiety spanning their professional preparation, relationship with regular school staff, class control, unsuccessful lesson delivery and evaluation of their conduct. Further evidence suggested that age had no association with and prior teaching experience had no influence on preservice teachers’ anxiety of the practicum. However, school-based mentorship was found to have influenced preservice accounting teachers’ anxiety about unsuccessful lesson delivery and evaluation of their conduct. 

Keywords: Accounting teachers, Anxiety, Practicum, Preservice teachers, Student teachers


How to Cite this Article?

APA 6th edition
Kwarteng, J.T. (2018). Preservice Accounting Teachers’ Anxiety About Teaching Practicum . International Journal of Research in Teacher Education, 9(4), 71-80.

Harvard
Kwarteng, J. (2018). Preservice Accounting Teachers’ Anxiety About Teaching Practicum . International Journal of Research in Teacher Education, 9(4), pp. 71-80.

Chicago 16th edition
Kwarteng, Joseph Tufuor (2018). "Preservice Accounting Teachers’ Anxiety About Teaching Practicum ". International Journal of Research in Teacher Education 9 (4):71-80.

References

    Aslrasouli, M. & Saadat Pour Vahid, M. (2014). An investigation of teaching anxiety among novice and experienced iranian EFL teachers across gender: International conference on current trends in ELT. Procedia - Social and Behavioral Sciences, 98, 304 – 313.

    Barahmeh, M.Y. (2016). A study of sources of EFL student teachers’ anxiety during their practicum experience. European Journal of Research and Reflection in Educational Sciences, 4(1).

    Bilali, O. & Tarusha, F. (2015). Factors influencing the appearance of teaching anxiety to student teachers. European Journal of Social Sciences Education and Research, 3(2), 97-101.

    Boadu, G. (2014). Anxieties Faced by History Student-Teachers during Teaching Practice. Journal of Education and Practice, 5(10), 138-143.

    Ekşi, G.Y & Yakışık, B.Y. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6), 1332-1339.

    Ferguson, K., Frost, L. & Hall, D. (2011). Predicting teacher anxiety, depression, and         job satisfaction. Journal of Teaching and Learning, 8(1), 27 - 42.

    Giannakaki, M., Hobson, A. J., & Malderez, A. (2011). Student teachers’ perceptions of the effectiveness of their initial preparation. European Journal of Education, 46(4), 456-473.

    Hart, N. L. (1987). Student teacher anxieties: four measured factors and their relationships to pupil disruption in class, Educational Research, 29, 12-18.

    Janikula, K. (2017). Effects of mentorship on teacher classroom preparedness at the secondary level. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/203

    Kiggundu, E. & Nayimuli, S. (2009). Teaching practice: a make or break phase for student teachers. South African Journal of Education, 29(3), 345-358.

    Merç, A. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80-94.

    Merç, A. (2015). Teaching anxiety of student teachers from different disciplines. International Journal of Global Education, 4(1), 12-20.

    Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations, British Journal of Educational Psychology, 67, 69-89.

    Onder, E. & Onder Oz, Y. (2018). Variables that predict classroom management anxiety and classroom management anxiety level of pre-service teachers. Pegem Egitim ve Ogretim Dergisi, 8(4), 645-664.

    Ong'ondo, C. O., & Borg, S. (2011). We teach plastic lessons to please them: The influence of supervision on the practice of English language student teachers in Kenya. Language Teaching Research, 15(4), 509-528.

    Oral, B. (2012). Student teachers’ classroom management anxiety: A study on behavior management and teaching management. Journal of Applied Social Psychology, 42, 2901-2916.

    Otanga, H. & Mwangi, J. (2015). Student teachers’ anxiety and satisfaction with teaching practice among university students in Kenya. International Journal of Education and Research, 3(8), 1-12.

    Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Egitim Arastirmalari   European Journal of Educational Research, 42, 207-224.

    Soriano, H. A. S. (2017). Student-teacher characteristics and their anxieties related to practice teaching: Basis for practicum enhancement. International Journal of Education and Research, 5(6), 79-92.