İngilizce Öğretmenliği Uygulaması Sürecinde Öğretme Kaygısı: Öğretmen Adaylarının Duygusal Gelişimine İlişkin Boylamsal Bir Çalışma

Abstract

Öğretme kaygısı, İngilizce öğretmeni adaylarının öğretmenlik uygulaması sürecinde karşılaştıkları yaygın bir duygusal güçlük olup hem öğretim performanslarını hem de mesleki kimlik gelişimlerini şekillendirmektedir. Bu nitel boylamsal araştırmada, son sınıfta öğrenim gören on altı İngilizce öğretmeni adayının on iki haftalık öğretmenlik uygulaması boyunca öğretme kaygısını nasıl deneyimledikleri ve yönettikleri incelenmiştir. Araştırmanın verileri, Braun ve Clarke’ın refleksif tematik analiz yaklaşımı kullanılarak çözümlenen 192 haftalık yansıtıcı günlükten oluşmaktadır. Birbiriyle bağlantılı sekiz tema, başlangıçtaki kaygı ve performans baskısından öz güven, empati ve ahlaki farkındalığa uzanan duygusal gelişim sürecini ortaya koymuştur. Başlangıçta sınıfa girme, dilsel yetersizlik algısı ve mentor değerlendirmesinden kaynaklanan kaygı; yansıtma, mentorluk desteği ve uyarlanabilir öğretim stratejileri aracılığıyla zamanla öz yeterliğe ve mesleki aidiyet duygusuna dönüşmüştür. Bulgular, kaygının yalnızca bir engel olarak değil, yansıtıcı gelişimi ve mesleki kimlik oluşumunu harekete geçiren gelişimsel bir güç olarak da işlev gördüğünü ortaya koymaktadır. Çalışma, geleceğin öğretmenlerinin kaygıyı mesleki dayanıklılığa ve pedagojik empatiye dönüştürmelerine yardımcı olmak amacıyla öğretmen eğitimi programlarına yapılandırılmış duygusal yansıtma uygulamalarının, destekleyici mentorluk süreçlerinin ve duygusal okuryazarlık eğitiminin dâhil edilmesi gerektiğini vurgulamaktadır.

Keywords

• öğretme kaygısı
• İngilizce öğretmenliği uygulaması
• öğretmen adayları
• duygusal gelişim
• yansıtıcı uygulama
• öğretmen kimliği

Teaching Anxiety across EFL Practicum: A Longitudinal Study of Pre-Service Teachers’ Emotional Development

Abstract

Teaching anxiety represents a pervasive emotional challenge for pre-service English Language Teaching (ELT) teachers during their practicum, shaping both instructional performance and professional identity formation. This qualitative longitudinal study explored how sixteen senior EFL preservice teachers experienced and managed teaching anxiety across a twelve-week practicum. Data consisted of 192 weekly reflective journals analyzed using Braun and Clarke’s reflexive thematic analysis. Eight interconnected themes captured the emotional trajectory from initial anxiety and performance pressure to confidence, empathy, and moral awareness. Anxiety initially stemmed from classroom entry, linguistic insecurity, and mentor evaluation but gradually evolved into self-efficacy and professional belonging through reflection, mentorship, and adaptive teaching strategies. The findings reveal that anxiety functions not merely as an obstacle but as a developmental force catalyzing reflective growth and identity formation. The study highlights the need for teacher education programs to incorporate structured emotional reflection, supportive mentoring, and affective literacy training to help future teachers transform anxiety into professional resilience and pedagogical empathy.

Keywords

• teaching anxiety
• ELT practicum
• pre-service teachers
• emotional development
• reflective practice

Supporting Institution

none

Ethical Statement

Ethical approval for this study was obtained from the Scientific Research and Publication Ethics Committee of Hasan Kalyoncu University on 31 December 2025 (Meeting No. 2025-29; Document No. E-64922182-050.04-101518). Participation in the study was voluntary, and informed consent was obtained from all participants prior to data collection. Participants were informed that they could withdraw from the study at any time without providing a reason. Confidentiality and anonymity were ensured through the removal of identifying information and the use of pseudonyms. The study was conducted in accordance with established ethical principles for research involving human participants.

Thanks

none

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