Effects Of Online Internships On Teachers’ Sense Of Efficacy And Teacher Anxiety Of Pre-service Teachers

Educational internships is a necessary part of the training of normal students.At the beginning of 2020,due to the outbreak of COVID-19,the beginning of primary and secondary schools was delayed,and education practice was also affected.Therefore,many normal colleges adopted online education internships instead of traditional education internships.However,both theoretical and empirical studies on the effect of online education practice are relatively scarce.The purpose of this study is to investigate whether online education practice has an impact on pre-service teachers’ teaching efficacy and teacher anxiety,investigate preservice teachers’ satisfaction with practice,and analyze whether the basic characteristics of preservice teachers have an impact on the effect of practice.In this study,teachers’ teaching efficacy is divided into two parts: personal teaching efficacy and general educational efficacy.The level of teachers’ anxiety is divided into five dimensions: pre-class preparation,classroom questioning and answering,classroom teaching and student management,others’ identity and self-professional identity.The author compiled a questionnaire to investigate the teaching efficacy and teacher anxiety of pre-service teachers.The questionnaire was distributed before and after the online education practice,and the collected data were collated and analyzed.The research results are as follows:1.Pre-service teachers have a general preference for teaching efficacy.General educational efficacy is better than personal teaching efficacy.Pre-service teachers have less knowledge of teaching plans and textbooks and less confidence in controlling the classroom.The anxiety level of pre-service teachers is not bad,and their psychological state is good.They also worry about controlling the classroom and managing students,and attach great importance to the opinions of school leaders on them.2.Through comparing the data,the author found that pre-service teachers teaching selfefficacy and anxiety level as a whole has no obvious change,but the personal teaching efficacy has obvious improvement,preparation before class have significantly reduce anxiety,preservice teachers’ understanding of the teaching plan has deepened,the classroom and student management did not play a positive role.3.Pre-service teachers’ satisfaction with this online education practice is good,but their evaluation on the usefulness of this practice is slightly poor.4.Gender and age have no influence on the effect of this internship;Online education practice has no obvious effect on pre-service teachers who are normal university students,whereas it has effect on non-normal university students.Online education practice has no obvious effect on pre-service teachers who have previously participated in education practice,whereas it has effect on pre-service teachers who have not participated in education practice.In conclusion,the online education practice has no significant influence on the teaching efficacy of pre-service teachers and the overall situation of teachers’ anxiety,but the anxiety of pre-service teachers is significantly reduced.In the stage of classroom preparation,their confidence in lesson preparation is significantly increased,and they feel more satisfied after the online education practice.This study finds that there are many problems in this online education practice,and then puts forward relevant development strategies,which provides a theoretical basis for the research and implementation of online education practice in the post-epidemic era.