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Being An Introverted Teacher: Student Teachers’ Experience During the Internship Program
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Being An Introverted Teacher: Student Teachers’ Experience During the Internship Program
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Journal Article
Being An Introverted Teacher: Student Teachers’ Experience During the Internship Program
2025
Overview
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.
Publisher
Universitepark, Co. Ltd,ÜNİVERSİTEPARK Limited
