OD WYOBRAŻEŃ DO REFLEKSJI. JAK ZMIENIAJĄ SIĘ OBAWY STUDENTÓW PODCZAS PRAKTYK NAUCZYCIELSKICH
FROM EXPECTATIONS TO REFLECTION: CHANGING CONCERNS OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS DURING THEIR TEACHING PLACEMENT

Summary/Abstract: This paper examines changes in the level of professional anxiety of pre-service English language teachers across 3 stages of their teaching placement: before, during, and after its completion. A mixed-methods design was employed, combining a Likert-scale questionnaire with qualitative analysis of reflective journals and essays, to survey 37 undergraduate students enrolled in an English philology teacher education programme. Qualitative data were analysed using a 3-stage coding procedure and subsequently quantified to enable statistical comparison across stages. The findings suggest that teaching practice plays a transformative role in shaping the professional identity and reducing anticipatory concerns of future teachers.

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