Addressing Preservice Teacher's Reasons for Mathematics and Test Anxiety

Autor/inn/en	Ersozlu, Zara; Blake, Damian; Usak, Muhammet; Hawken, Stuart
Titel	Addressing Preservice Teacher's Reasons for Mathematics and Test Anxiety
Quelle	In: European Journal of Educational Research, 11 (2022) 3, S.1715-1728 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ersozlu, Zara) ORCID (Blake, Damian) ORCID (Usak, Muhammet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Anxiety; Test Anxiety; Preservice Teacher Education; Preservice Teachers; Intervention; Coping; Program Effectiveness; Gender Differences; Knowledge Level; Standardized Tests; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Lehramtsstudiengang; Lehrerausbildung; Bewältigung; Geschlechterkonflikt; Wissensbasis; Standadised tests; Standardisierter Test; Ausland; Australien
Abstract	Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student's maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some intervention strategies in reducing maths anxiety for initial teacher education systems. We used a mixed methodology in this research analysing both qualitative data along with some quantified data derived from qualitative data sources. The findings provide insights to causes of maths and test anxiety along with some intervention strategies that teacher educators can use in their future teaching. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01