Abstract:
In-class presentations and micro-teachings are a teacher training technique that provides important contributions to pre-service teachers. For this reason, in education faculties, in-class presentations or lecturing with microteaching method are often desired skills and are used as an assessment tool. This study aims to reveal the anxieties of mathematics pre-service teachers while in-class presentations or teaching mathematics with the micro-teaching method. As a means of collecting data, first a questionnaire including an open-ended question consisting of four dimensions was administrated to 32 pre-service teachers from the Department of Primary School Teaching at an education faculty. Then, a semi-structured interview form was developed using the results of the open-ended questionnaire and administered to 10 volunteer pre-service teachers. The results revealed that some educator's expectations (or those of microteaching assessment forms) such as using student-centered approaches, material-supported teaching, using teaching methods other than lecture teaching method, organizing group studies etc., influence the presentation anxiety of pre-service teachers. The most important oral presentation concerns for the pre-service teachers are that the presentation does not go as planned, the classmates do not participate sufficiently during the presentation, and the fear of forgetting certain things. On the other hand, rehearsal is one of the most important presentation anxiety reduction strategies. Besides, using a stopwatch for effective time management and choosing attention-grabbing materials are other strategies.
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