International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2019, Vol. 15(1) 135-150

A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears

Zehra Keser Ozmantar

pp. 135 - 150   |  DOI: https://doi.org/10.29329/ijpe.2019.184.9   |  Manu. Number: MANU-1812-14-0002

Published online: February 06, 2019  |   Number of Views: 455  |  Number of Download: 1187

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Abstract

This study examines and explores PSTs’ fears realised during the practicum period. In order to achieve an in-depth understanding, a phenomenological and holistic approach has been adopted. Data were collected from 22 preservice teachers via reports with open-ended questions on a weekly basis during the whole practicum period. 211 reports were analysed through inductive thematic coding. The analysis led to discrimination of twelve different yet interrelated sources of fear. It is argued that PSTs’ fears are learnt and resulted from a perception of threat, uncertainties involved in situations, possibility of deteriorating conditions of the future events and/or anticipatory reflections. The paper also explicates on the protective feature of fear, which is discussed to have a potential to support PSTs’ self-development and professional-preparation.

Keywords: practicum, preservice teachers, fears, fear sources

How to Cite this Article?

APA 6th edition
Ozmantar, Z.K. (2019). A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears . International Journal of Progressive Education, 15(1), 135-150. doi: 10.29329/ijpe.2019.184.9

Harvard
Ozmantar, Z. (2019). A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears . International Journal of Progressive Education, 15(1), pp. 135-150.

Chicago 16th edition
Ozmantar, Zehra Keser (2019). "A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears ". International Journal of Progressive Education 15 (1):135-150. doi:10.29329/ijpe.2019.184.9.
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