Being an Introverted Teacher: Student Teachers' Experience during the Internship Program
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| Title: | Being an Introverted Teacher: Student Teachers' Experience during the Internship Program |
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| Language: | English |
| Authors: | Feisal Aziez (ORCID |
| Source: | Educational Process: International Journal. Article e2025196 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teachers, Internship Programs, Student Teaching, Personality Traits, Extraversion Introversion, Classroom Techniques, Anxiety, Personality Measures, Lesson Plans, Teaching Methods, Educational Media, Classroom Environment, Teacher Student Relationship, Interaction, Feedback (Response), Student Evaluation |
| Assessment and Survey Identifiers: | Junior Eysenck Personality Inventory |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This research aims to explore the extent to which student teachers' introverted personalities influence classroom management during an internship program. Many student teachers with introverted traits may face difficulties in managing classrooms due to limited verbal interaction, anxiety and challenges in handling disruptive behaviour. Materials/methods: This research uses a qualitative research design with a narrative approach to collect participants' life experiences. The sample consisted of six student teachers majoring in English Education with identified introverted personalities, selected through the Eysenck Personality Inventory (EPI) and interviewed using semi-structured protocols. Results: The research results show that introverted personalities influence various aspects of classroom management, including the construction of lesson planning, selection of teaching methods, utilization of learning media, creation of a conducive learning atmosphere, student-teacher interaction, and evaluation. Conclusion: The current study highlights that introverted teachers' personalities affect their classroom management. Therefore, to address this, the university should offer intensive training programs to equip student teachers with strategies to improve their effectiveness. Increased opportunities for practice can also help build their confidence level and communicative competence, hopefully leading to a more engaging learning environment. The findings provide insights for teacher education institutions in designing personality-sensitive training programs to enhance student teachers' preparedness and teaching performance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483383 |
| Database: | ERIC |
| Abstract: | Background/purpose: This research aims to explore the extent to which student teachers' introverted personalities influence classroom management during an internship program. Many student teachers with introverted traits may face difficulties in managing classrooms due to limited verbal interaction, anxiety and challenges in handling disruptive behaviour. Materials/methods: This research uses a qualitative research design with a narrative approach to collect participants' life experiences. The sample consisted of six student teachers majoring in English Education with identified introverted personalities, selected through the Eysenck Personality Inventory (EPI) and interviewed using semi-structured protocols. Results: The research results show that introverted personalities influence various aspects of classroom management, including the construction of lesson planning, selection of teaching methods, utilization of learning media, creation of a conducive learning atmosphere, student-teacher interaction, and evaluation. Conclusion: The current study highlights that introverted teachers' personalities affect their classroom management. Therefore, to address this, the university should offer intensive training programs to equip student teachers with strategies to improve their effectiveness. Increased opportunities for practice can also help build their confidence level and communicative competence, hopefully leading to a more engaging learning environment. The findings provide insights for teacher education institutions in designing personality-sensitive training programs to enhance student teachers' preparedness and teaching performance. |
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| ISSN: | 2147-0901 2564-8020 |
