Phenomenological study reveals high levels of mathematics academic and pedagogical anxiety in pre-service teachers, suggesting the need for better support mechanisms.
Key Points
Participants reported high levels of both mathematics academic anxiety and pedagogical anxiety, indicating a significant challenge for future educators.
Academic anxiety was found to be more prevalent, dominating participants' experiences with negative thoughts and avoidance behaviors.
The study used in-depth interviews, questionnaires, and observations to explore the multifaceted sources of anxiety among pre-service teachers.
Addressing these anxieties through interventions in teacher education programs is vital for enhancing the quality of mathematics instruction.