Teaching Internship Apprehensions of Pre-service Teachers
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Abstract
This paper determined the level of teaching internship apprehensions (TIAs) of elementary and secondary pre-service teachers (PSTs) in a capital town campus of a State University in the Cordillera Administrative Region. The PSTs’ overall TIAs were compared according to degree program, sex, and specialization. It also identified the specific sources of TIAs that are most and least pressing to the respondents. An adapted version of the Teaching Internship Apprehensions Scale (TIAS) was used to gather data. Results showed that overall, the PSTs were highly anxious about the off-campus teaching internship, as indicated by their high overall level of TIAs. The Bachelor in Elementary Education (BEE) PSTs and the female participants possessed significantly higher TIAs than their counterparts. However, specialization appeared a non-significant determinant of TIA levels in both degree programs. The greatest sources of TIA were learner-related factors and the teaching process. Specifically, the PSTs were most concerned about pupil control and classroom management, adapting to the learners’ individual needs and interests, motivating learners, selecting appropriate strategies, and lesson planning. In contrast, the PSTs were least concerned about their self-confidence, background knowledge, and ability to adapt to limited resources. Topics for the pre-deployment seminars and the possible contents of a proposed teaching internship survival handbook are herein suggested.
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