2024 Volume 46 Issue 1 Pages 140-150
This study aims to reveal the impact of pre-Faculty Development (FD), also known as Preparing Future Faculty Program (PFFP) in foreign countries, on improving teaching skills and reducing educational anxiety. To this end, we collected and analyzed the micro-teaching scores (teacher and peer evaluations) of 38 students enrolled in the pre-FD course at National X University, and the questionnaire data on educational anxiety at two points in time. The results indicated that pre-FD enhanced teaching skills and alleviated specific types of educational anxiety related to the learning content and environment. Further analysis of reflections after the second micro-teaching session compared high- and standard-growth groups in terms of teaching skills. The high-growth group was notably more aware of the areas needing improvement based on teacher evaluation criteria, and could broadly reference the learning content and resources for improvement from the overall pre-FD content. Given that this pre-FD has standardized content, similar programs at other universities could enhance studentsʼ teaching skills and reduce their educational anxiety. Moreover, insights into unimproved educational anxieties and an analysis of reflections are likely to be valuable for future enhancements of the pre-FD curriculum.
