Abstract
The purpose of this study is to determine student perceptions in the process of supervising the implementation of teaching practices in ASEAN countries. The supervision process referred to is the Pattern of supervision and intensity of monitoring. This research is descriptive. The research variables consisted of three variables, namely the design of guidance, a concentration of advice, and time of supervision. The research population is students practicing teaching programs in ASEAN countries from 2017 to 2019, while the research sample is students practicing from mathematics education courses and elementary teacher education. Data collection techniques were done by questionnaire, documentation, and interview—data analysis techniques using qualitative analysis and quantitative analysis. Qualitative data analysis will describe the categorization of patterns of supervision and intensity, while quantitative data analysis will show the classification of these variables. The results of the study show that students' perceptions of the Pattern of supervision for microteaching in the SEA-Teacher Program are generally good. It is characteristic visible from the importance of the existence and role of the mentor, the scope of supervision aspects was considered comprehensive, the scheduled time structure, and varied supervision methods.
Highlights
PGRI University Yogyakarta has a faculty of teachers and educational sciences that has a mission vision always to be active in contributing to providing the needs of qualified and competent faculty
This study aims to provide supervision maps in the form of supervision patterns and supervision intensity
The results showed that the students 'assessment, which was summarized in the students' perceptions of the microteaching supervision pattern in the SEA-Teacher Program, was generally categorized as either good
Summary
PGRI University Yogyakarta has a faculty of teachers and educational sciences that has a mission vision always to be active in contributing to providing the needs of qualified and competent faculty. Facilitating students to have professional teacher competencies, PPL II (Field Practice Program II), or so on is called microteaching. Microteaching can contribute to the development of teaching skills for pre-department teacher students. The results of other studies indicate that microteaching has an indispensable role in developing the skills of pre-service teachers [1]. As a student of the Faculty of Teacher Training and Education, the stage of the field experience program (microteaching) is crucial to equip the student in his preparation to become a qualified teacher. Essential skills delivered in microteaching include presentation and reinforcement in teaching. Activities in microteaching accommodate learning situations in the classroom, which are almost the same as reality to develop abilities and facilitate in gaining in-depth knowledge about the art of teaching [2].
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