Abstrak
Teaching practice is an integral component of the initial teacher education program. However, students undergoing teaching practice have some concerns about their experience. They have a number of worries and anxieties, which result in high levels of stress. Various factors can cause students to be anxious about teaching practices such as the methods used in teaching, classroom and material management, or inconsistencies in the way students are evaluated by tutors. This study aims to determine the anxiety of preservice teachers about teaching practices, what the possible sources of student teacher anxiety. Methods: For this purpose, the pre-service teacher anxiety scale was used to collect data and provide student-teacher questionnaires. The participants were 8 student teachers of the Department of English Teaching from the Faculty of Education. Findings and Results: Findings indicated that student teachers were anxious about factors such as evaluation, classroom management, and lack of self-confidence. In addition, they were more anxious about evaluation and classroom management than pedagogy and staff, and teacher-student relations. The findings also reveal that student teacher anxiety before and during their teaching practice may be due to several inconsistencies: the way student teachers are assessed and evaluated, the varying expectations of mentors and supervisors related to their performance in class, lack of congruence among mentors. Regarding their approach to teaching practice, and finally, poor quality of feedback provided to student teachers by their mentors and supervisors