A Q methodology study to explore Korean as a second language undergraduate student-teachers’ anxiety

Abstract

Teaching is an emotionally demanding job, and negative emotions such as anxiety affect teacher practices, identity, and student learning. Therefore, it is essential to consider the emotional challenges student-teachers expect from their future careers. This study explores how a cohort of student-teachers enrolled in a Korean as a Second Language (KSL) teaching undergraduate degree course perceive the emotional challenges of the teaching profession, with a focus on those aspects that are perceived to trigger anxiety. Q methodology was used to collect data from 37 Korean L1 undergraduate students, explore their shared worries and concerns, and inform improvements that can be brought to the undergraduate program under investigation. Results highlighted the presence of four main perspectives. The first perspective is shared by students concerned about lacking experience, skills, and clarity in delivering their teaching. The second perspective characterizes students concerned about poor work-life balance and being under-prepared for their classes. The third perspective represents students worried by the relationship with colleagues and supervisors and by issues of classroom management. The last perspective is shared by students concerned about being underestimated and to lack opportunities to express their creativity. Results are compared with previous research conducted on experienced Korean language teachers and discussed with reference to the Korean educational context. Practical suggestions for integrating emotional and affective components into undergraduate courses in foreign language teaching are provided.