The use of expanded microteaching for reducing pre- service teachers' teaching anxiety about mathematics

Abstract

The purpose of this study was to investigate the effects of expanded microteaching on the pre-service mathematics teachers’ teaching anxiety in teaching practicum course. There were 43 pre-service mathematics teachers divided into 2 groups, experimental and control groups, involved in the study. The experimental group contained 21 (12 females and 9 males) and control group contained 22 pre-service mathematics teachers (10 females and 12 males). The pre-service mathematics teachers in experimental group were lectured using expanded microteaching at the secondary school they were assigned to. Those who were in control group were lectured in a traditional way at another secondary school. Mathematics teaching anxiety scale (MATAS) was administered to pre-service teachers before and after eight weeks of teaching period. After collecting the data, the researcher used the independent samples t-test and ANCOVA to analyze the quantitative data. Results showed that there were statistically significant difference found regarding teaching anxiety between the control and experimental groups favoring the experimental group. In other words, using of the expanded microteaching in teaching practicum course reduced the teaching anxiety levels of pre-service mathematics teachers. Key words: Teacher training, microteaching, expanded microteaching, teaching anxiety, mathematics, pre-service teacher.