Analyzing the Anxiety: Pre-Service Teachers in their Professional Year

Angela Falter Thomas

doi:10.17165/TP.2019.3–4.3

Authors

Angela Falter Thomas Bowling Green State University in Bowling Green, Ohio, USA

DOI:

https://doi.org/10.17165/TP.2019.3–4.3

Abstract

This study explored the change in perceptions of 16 pre-service teachers enrolled in their professional year. The pre-service teachers were asked to “sketch methods” at the beginning and the end of the semester. Findings show the concept of partaking in the professional year that pre-service teachers have before and after experiencing the methods coursework and its required internship. Furthermore, it studies the particulars of the changes that ensued during the methods and internship involvement. Data from the drawings reveal pre-service teachers’ perceptions of their professional year. Qualitative analysis suggest the pre-service teachers in this study feel stress and anxiety entering the semester and leave with a sense of accomplishment and pride.

Author Biography

Angela Falter Thomas, Bowling Green State University in Bowling Green, Ohio, USA

PhD, US Fulbright Scholar and Associate Professor of Education
AngThom@bgsu.edu

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