Navigating Anxiety in the Teaching Practicum: Insights from Student Teachers’ Experiences

Abstract

This study explored the nature of anxiety experienced by student teachers during their teaching practicum, focusing on its causes and the strategies used to manage it. Conducted as a qualitative case study across various public and private universities in District Peshawar, data were collected through in-depth interviews and reflective journals. The findings revealed that student teacher anxiety is primarily situation-specific, driven by six key factors: unfamiliarity with classroom settings, being observed by mentors or supervisors, perceived lack of teaching competence, pressure to meet expectations, limited English proficiency, and classroom management challenges. To cope with this anxiety, student teachers employed strategies such as adapting to their environment, preparing thoroughly, building strong relationships with mentors and students, boosting self-confidence, practicing positive thinking, and maintaining a calm, enthusiastic attitude. These findings underscore the need for greater support from universities and mentor teachers, recognizing anxiety as a natural part of the practicum experience and crucial to the professional growth of future educators.