Preservice ELT teachers’ needs in microteaching: Towards a positive psychology practicum
4 th International Conference on Psychology for Language Teachers and Learners, İstanbul, Türkiye, 17 - 18 Ekim 2025, ss.91, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: İstanbul
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.91
- İstanbul Medipol Üniversitesi Adresli: Evet
Özet
Positive psychology (PP) in language teacher education is often discussed in broad terms, yet it is rarely grounded in what preservice teachers say they need. This study reports a two-phase needs analysis in a microteaching course and proposes a practicum-embedded PP module for the same cohort. Participants were 80 preservice undergraduate EFL teachers who completed open-ended prompts at the beginning and end of a 14-week microteaching course, along with short reflection papers and focus group interviews. Content analysis was used to derive data-driven key phrases, which were grouped into categories (e.g., student-centeredness, instructional clarity, adaptivity/ plan B thinking, classroom management/pacing, language focus). The frequencies of Phase 1 versus Phase 2 were then compared. By the end of microteaching, students placed greater emphasis on instructional clarity (stating objectives, using examples, checking understanding) and on adaptivity (planning alternatives when activities falter). At the same time, explicit self-compassion language remained scarce, and anxiety surfaced around transferring microteaching skills to real classrooms. These signals informed a 28-week practicum-embedded PP module comprising brief seminar-based routines targeting hope/agency, anxiety regulation, self-compassion, and resilience, paired with short field tasks and debriefs. The module will be implemented with this cohort during the subsequent practicum, with a planned evaluation of feasibility and acceptability (dose delivered, fidelity, artifact completion, student ratings) and pre–post change in PP outcomes (hope, anxiety, self-compassion, resilience, well-being) and classroom-practice indicators (clarity/objectives, examples, concept checks, adaptivity; classroom management/pacing). The contribution is a needs-to-design map that turns microteaching trajectories into a concrete, low-burden PP program for practicum and a pragmatic plan for evaluating its promise in situ.