An exploratory study of Norwegian foreign language teachers’ professional wellbeing during a continuous professional development course: evidence of foreign language teaching anxiety?

Abstract

With Norway facing a need for qualified foreign language teachers, a continuous professional development (CPD) course was developed by six universities in Norway, Germany, Spain, and France to enhance the French, German or Spanish skills and subject didactic knowledge of Norwegian in-service teachers. In this paper, the aim is to present data on the professional wellbeing of foreign language teachers participating in the CPD-course, with a focus on foreign language teaching anxiety. Data was collected from in total 10 teachers attending the course in French, German or Spanish either at the end or the beginning of their academic year. Foreign language teaching anxiety was measured using the Foreign Language Teaching Anxiety Scale (FLTAS) (Ipek, 2006). The results indicate generally low levels of teaching anxiety for Norwegian foreign language teachers. However, less experienced teachers reported higher anxiety scores, a correlation that should be interpreted cautiously given the limited sample size. These findings are discussed in relation to future research on foreign language teaching anxiety in the Norwegian context.