Indonesian Pre-service Teachers Research Articles

Scrutinizing Indonesian pre-service teachers’ technological knowledge in utilizing AI-powered tools

Educators have widely adopted artificial intelligence (AI) as a product of technology to prepare teaching materials and enhance their understanding of technology integration in language teaching. As prospective teachers who may teach digital native students later, pre-service teachers must be more capable and knowledgeable in technologically-based pedagogy, materials, and assessment. This study aimed to explore English as a foreign language (EFL) pre-service teachers’ technological knowledge of utilizing AI-powered tools using the technological pedagogical content knowledge (TPACK) framework and investigate their strategies in the advanced of their technological knowledge. This mixed-method research design employed a five-point Likert scale questionnaire and a semi-structured interview as instruments to collect data. Fifty-five EFL pre-service teachers were purposively selected. Data from the questionnaire were analyzed statistically and descriptively, and data from interviews were analyzed thematically. The first findings of this study comprehensively revealed that EFL pre-service teachers exhibit a moderate level of proficiency in addressing technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK in utilizing AI-powered tools. Meanwhile, the second finding revealed that the participants employed four key strategies to advance their technological knowledge using AI-powered tools: engaging in TPD programs, collaborating with tech-savvy colleagues, staying informed about AI trends, and experimenting with AI-powered tools.

EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN AI-ASSISTED TEACHING PRACTICUM: BENEFITS AND DRAWBACKS

The integration of Artificial Intelligence (AI) in educational settings is rapidly evolving, presenting both opportunities and challenges for pre-service English teachers. This case study explored three Indonesian EFL pre-service teachers’ experiences in using AI technologies and the implications for their pedagogical practices during teaching practicum. Several AI tools, namely ChatGPT, Copilot, Twee, and Quizizz AI, were used to help the pre-service teachers in planning, creating learning content, and assessing students. Data were collected from semi-structured interviews, reflective reports, and artifacts from the three Indonesian pre-service teachers majoring in English language education joining a teaching practicum program in a local school for 6 weeks. The qualitative data analysis revealed that the Indonesian EFL pre-service teachers saw three essential benefits of AI-assisted teaching practicum: (1) AI assists them with brainstorming and ideation process, (2) AI makes teaching preparation more time efficient, and (3) AI assists them in crafting tailor-made English materials for students. Meanwhile, they also addressed some challenges in the process, namely (1) overreliance, (2) ethical violation, and (3) fabricated and misleading contents.

An analysis of the characteristics of Indonesian pre-service science teachers’ compassion skills and gender roles

This research aims to analyze pre-service science teachers’ generosity, friendliness, wisdom, sensitivity, and tolerance as indicators of compassion skills, and explore gender roles on the characteristics of these skills. As 21st-century skills, compassion skills need to be conveyed through teachers’ attention, affection, kindness, and gentleness toward their students. These skills are fundamental for pre-service science teachers’ personality competence in supporting their role as future professional teachers. These skills also play an important role when there is interaction between teachers and students or among students during the learning process which affects learning outcomes. However, references concerning the characteristics of pre-service teachers’ compassion skills and the role of gender in these skills are underexplored. To address this gap, this research employed an exploratory method involving 107 pre-service science teachers at several state universities in Indonesia. Data was collected using a questionnaire that met validity and reliability criteria. The research results show that the teachers generally demonstrate a high/very high extent of compassion skills. The results also point to the fact that gender differences pose no significant influence on compassion skills. The implication highlights the necessity to focus on training pre-service science teachers’ compassion skills, while undermining any anxiety due to gender differences.

Developing technological pedagogical content knowledge skills during teaching practicum

<span lang="EN-US">This study investigates the efforts of Indonesian pre-service teachers in developing their technological pedagogical content knowledge (TPACK) skills during teaching practicum, explores the obstacles they encounter in this process, and examines their responses to the challenges of TPACK skills development. Employing qualitative narrative inquiry as the research method, the study interviews five pre-service teachers from various study programs to gain insights into their experiences. The findings demonstrate that Indonesian pre-service teachers employ diverse strategies to enhance their TPACK skills, including observing experienced teachers, participating in workshops or online courses, reading relevant literature on TPACK, and consistently integrating TPACK into their teaching practice. However, they face obstacles such as a lack of confidence in their teaching abilities, limited time and resources for reflective practice, and inadequate self-awareness regarding their skills. To overcome these obstacles, they respond by collaborating with peers and mentors, engaging in reflective teaching practice, and setting goals for each practicum session. The study provides valuable insights for teacher training institutions (TTIs), educators, practitioners, and policymakers, facilitating the implementation of more effective strategies for integrating TPACK in future events.</span>

Perceptions of Pre-service Science Teachers in Indonesia about the Greenhouse Effect (GHE)

Tackling climate change is one of the Sustainable Development Goals (SDGs) and concerns the world community. The greenhouse effect (GHE) is the primary source of global warming and influences climate change. This exploratory research aims to explore the perceptions of pre-service science teachers in Indonesia about the GHE. The study's participants were 265 Indonesian pre-service science teachers. Research data was collected through a questionnaire. The questionnaire consists of three open questions and 36 statements with multiple-choice responses. The open-ended inquiry is coded, and the resume is shown as a mind map. The remaining questionnaire results were examined using descriptive statistics. Based on the analysis results, it can be concluded that most prospective teachers have not been able to describe the process of GHE in detail, and there are still several misperceptions. Prospective teachers must have the correct perception of the topics they will teach their students in the future, so the implications of this research are recommendations for institutions and teaching lecturers in teacher education to discuss GHE topics in more detail and ensure there are no misperceptions.

Readiness of Indonesian pre-service science teachers for society 5.0

This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.

“The teacher did not explain the lesson, just giving us a task”: Self-reflections of pre-service English teachers in an online learning mode

In the post-pandemic era, online learning has been the focus of many educational institutions nowadays, including English as a foreign language classes. However, with the current rapid changes in online learning, little attention has been paid to uncovering the self-reflection of pre-service English teachers in learning English online. This brief report seeks to construe how three Indonesian pre-service English teachers negotiate the meaning of their past learning experiences in English as a foreign language classes during the online learning mode. We employed a narrative inquiry in this study in order to capture the participants’ experiences. Data were garnered through WhatsApp-based semi-structured interviews and were analyzed narratively. Findings suggest that the participants negotiated their multifaceted learning experiences and complexities during the online learning process. In addition, from the participants’ narratives, teaching and learning enactment done by the teachers was ill-performed. The pedagogical implications of this study are discussed at the end of this paper.

Designing digital storytelling books for TPACK development of Indonesian pre-service ELT teachers

In today's educational system, the need for teachers to acquire technological, pedagogical, and content knowledge (TPACK) has already become a mainstream transformation. Therefore, it is necessary to find a suitable strategy and approach to develop pre-service ELT teachers’ TPACK, in which one of them is actively engaging them in the design of technology-enhanced learning. This study sought to investigate Indonesian pre-service ELT teachers’ TPACK level development after designing digital storytelling book. Narrative inquiry was adopted in this research. The data were obtained from the pre- service ELT teachers’ reflective notes and semi-structured interviews. The findings of the study show that all participants are in the TPACK level of “accepting”. In the level of accepting, pre-service teachers form a favorable attitude toward teaching and learning English with digital storytelling. The implication derived from this study is that it is necessary to carefully design a project in teacher education program that can improve the pre-service teachers' TPACK level.

Teaching English in the Philippine: Pre-Service Teachers’ Identity Development During the International Teaching Practicum

English pre-service teachers find teaching English abroad to be a memorable experience. It influences the type of teacher they will become in the future. Through the perspective of teacher identity, this study aims to describe how two Indonesian pre-service teachers in the English education department, during a teaching practicum in the Philippines, developed their teacher identity and how they overcome the challenges. This research focused on two fourth-year students from the English Education department of a private university in Yogyakarta who completed a one-month international teaching practicum in the Philippines. The data were gathered through semi-structured interviews and subsequently investigated thematically from the perspective of the teachers' identities, and then presneted narratively. It was discovered that the biographies of the pre-service teachers served as the starting point for their teachers' identity development. Throughout the international teaching practicum, the development of their teacher identity was influenced by their emotional reactions, their teaching methods, and their symbolic representation. In the international teaching setting, the student teacher received psychological and technical assistance to overcome the challenges of their practice. This support played a crucial role in the successful completion of the program and contributed to the development of their professional identity as teachers. The findings demonstrate the importance of international teaching experience, prompting universities to prioritize the teaching practicum. Additionally, the university should expand its international exchange programs, focusing on teaching practicum programs.

International Posture and Intercultural Awareness: A Survey Study of Indonesian Pre-Service Teachers of English

This study intended to investigate Indonesian pre-service English teachers’ International Posture and Intercultural Awareness. It also sought to investigate the extent to which learners' International Posture influenced their Intercultural Awareness. To this end, the study involved 73 learners studying in English Language Education departments at a state university and a private university in Java, Indonesia, in a survey. Through descriptive statistics on SPSS, the study found a quite high level of Intergroup Approach-Avoidance Tendencies (IAAT), the first dimension of International Posture. It also found a moderate-high level of Interest in International Vocation and Activities (IIVA), the second dimension of International Posture. Furthermore, learners’ awareness of their own cultures and those of others was generally high though some of the participants' awareness of specific aspects of other cultures was reported to be low. Using multiple regression, the study found that generally, learners' International Posture significantly influenced their Intercultural Awareness, accounting for 22.3% of the total variance in Intercultural Awareness. However, from the beta coefficient analysis, it was found that only learners' IAAT significantly influenced their Intercultural Awareness in a positive direction. Learners' IIVA did not significantly influence it. The findings highlighted the need to nurture second/foreign language (L2) learners’ International Posture and conduct further investigation on the possible impacts of learners’ International Posture on learners’ intercultural communicative competence (ICC) in general.

Photovoice in the EFL classroom: Academic stress coping among Indonesian Pre-Service English teachers during online learning

The pandemic impacted people's lives worldwide, affecting the functioning of several sectors, especially in the education sector. The impact of the pandemic has resulted in teachers and students having to work faster and maximize learning from face-to-face to online learning. The impact is that some students or teachers experience difficulties and stress in online learning. This stress is a person's thoughts that were originally (positive) to be irrational/negative. The purpose of this study is to describe experiences dealing with academic stress among pre-service English teachers in Indonesian higher education during online learning. The authors used the photovoice method by explaining some photos in this article. We also interviewed four pre-service English teachers to get more data. The findings revealed that some ways used by pre-service English teachers in coping with academic stress during online learning are playing online games, having extensive reading such as comics, relaxation or healing, and listening to music. The study promotes an implication that the need to have some refreshments for students to cope with academic stress during online learning during the COVID-19 pandemic.

Exploring Psychological Well-being of Indonesian Pre-service English Teachers as Non-native Speakers

This study examines the psychological well-being of Indonesian pre-service English teachers, considering non-native speakers during their teaching practice. Well-being is defined from eudaimonic and hedonic perspectives, emphasizing self-actualization, positive relationships, emotions, satisfaction, and happiness. Pre-service teachers face challenges in managing emotions, establishing student relationships, and language anxiety. Forty-eight Indonesian pre-service English teachers completed questionnaires, and 10 underwent in-depth semi-structured interviews. Findings revealed a high level of psychological well-being among the pre-service teachers, with positive scores in autonomy, environmental mastery, personal growth, self-acceptance, purpose in life, and positive relations. However, language anxiety impacted their confidence in English communication compared to native speakers. Significant transitions, professional domains, emotional intelligence, self-efficacy, and language anxiety were identified as factors influencing their well-being. Preparing pre-service teachers mentally, emotionally, and intellectually to handle teaching demands is crucial. Improving psychological well-being can enhance teaching performance and student outcomes. While specific to Indonesia, this study calls for further research in diverse educational settings to inform strategies for supporting pre-service teacher well-being.

The Utilization of Instructional Media Used by Indonesian Pre-Service Teachers to Facilitate Student's English Vocabulary Learning: Thai Primary Students' EYL

The Utilization of Instructional Media Used by Indonesian Pre-Service Teachers to Facilitate Student's English Vocabulary Learning: Thai Primary Students' EYL

Cross-Cultural Experiences in Teacher Education: Indonesian Pre-Service English Teachers' Perspectives on International Teaching Practicum

This study addresses a significant gap in current literature concerning the international teaching practicum experiences of Asian pre-service teachers specializing in English education. Focusing on three Indonesian pre-service teachers, the research explores their experiences during international practicum in the Czech Republic, Thailand, and Malaysia. Methodologically, the study employed in-depth semi-structured interviews, along with the analysis of narrative journals and artifacts from the International Teaching Practicum (ITP) program, following the thematic analysis approach by Braun and Clarke (2006). This involved meticulous examination of data, coding, and thematic classification to derive meaningful interpretations. Key findings highlight the challenges faced by participants, including language barriers and cultural adaptation. Despite these challenges, participants reported substantial growth in confidence and self-assurance, fostered by active participation in teaching and learning activities. Significantly, the practicum provided valuable insights into multicultural education, deepening the participants' understanding of different teaching methodologies, the role of teachers, and the nuances of local educational systems. The implications of this study are far-reaching, particularly in enhancing multicultural competence in teacher education. By shedding light on the under-researched area of international teaching practicum involving Asian contexts, the study contributes essential insights into the evolving landscape of global teacher education.

Unveiling the Transformation: The Impact of Teaching Internships in Thai Schools on Pre-Service Teachers' Professional Development

Being an effective teacher requires teaching experience and practical knowledge about the classroom. The knowledge can be obtained from classroom lectures and teaching practices can be learnt by having internship programs at schools and the community. This study aims to uncover the transformation of Indonesian pre-service teachers to their Professional Development during their participation in the international internship program in Thailand. Qualitative method was carried out to understand participants’ experience and benefits of the program. The study interviewed seven pre-service teachers who were selected enrolling in the program. The finding indicated that international teaching internships the participants involved help improve their professional development. They believed that there were three aspects affecting their professionalism, namely, pedagogical skills, language competencies, and life skills. This present study highlights that participating in teaching internships is useful for students’ professional development. As they will be a teacher, having teaching practice will provide students with the opportunity to apply what they have learnt to the real-world teaching situation, and this will be meaningful for their profession.

Perceptions of Pre-service Teachers on Code-switching in Bahasa Indonesia to English or Cebuano to English

This paper explores the perceptions of Filipino and Indonesian pre-service teachers on code-switching between Cebuano or Bahasa Indonesia, respectively, and English. Attributed to Canagarajah's Global English, among other theories, this quantitative research described the languages used and the perceptions on code-switching. The study compared the results of the Filipino and Indonesian pre-service teachers' perception on codeswitching and identified the preference for language use in both groups. It was found that the respondents are bilingual teachers. Also, both groups agree that teaching in one language only is not beneficial, teaching in both languages is desirable and easier to understand, mixing both languages does not weaken each other, and codeswitching assists in higher grades. Almost all respondents prefer the teaching of English through code-switching. Therefore, an empowered use of the local language and an established teaching of a World English variety unique to the Philippines and Indonesia can help pre-service teachers in their future teaching endeavors.

EXPLORING LANGUAGE BARRIERS DURING INTERNATIONAL TEACHING PRACTICUM IN THAILAND: PRE-SERVICE TEACHERS’ VOICES

The phenomenon of international teaching practicum exists to accommodate globalization in improving the quality of teaching internationally. However, the phenomenon of global teaching practicum, which has been investigated in many studies,earlier research, raises a number of significant barriers. Hence, this research aims to investigate the barriers faced by the Indonesian pre-service teachers during their teaching abroad program in Thailand. Qualitative research method were chosen in this study in order to obtain in-depth information about the phenomenon of international teaching practice through the interview with three Indonesian pre-service teachers. The findings revealed that Indonesian pre-service teachers discovered and faced several major barriers in the practicum for teaching abroad program in Thailand The toughest challenge experienced by Indonesian pre-service teachers is the language barrier. In addition, the response given by residents and the school environment to the language barriers experienced by Indonesian pre-service teachers was very good. Utilizing how students facilitate communication between Indonesian pre-service teachers and other students, and how in-service teachers offer advice and continue to assist Indonesian pre-service teachers in overcoming language barriers throughout the program.

The Relationship Between the Covid-19 Vaccination Status and the Reliance on Different Sources of Information Among Pre-service Science Teachers from South African and Indonesian Universities

The COVID-19 pandemic highlighted the importance of a multifaceted public health approach. Promoting health literacy and safe behaviour to reduce disease spread can be an effective social vaccine. However, the role of science teachers as part of a social vaccine is unclear. Similarly, their responses to health crises and the factors affecting such responses are poorly understood. We investigated the relationship between the COVID-19 vaccination status and the reliance on different sources of information among pre-service science teachers from South African and Indonesian universities as a preliminary effort to understand the role that teachers could play in promoting health literacy and safe behavioural practices. We conducted a survey using a comparative quantitative approach to gather data from 87 South African and 93 Indonesian pre-service science teachers through a closed-ended questionnaire. Different statistical tests were performed using SPSS to analyse the data, including the Mann–Whitney U test, Levene’s test for equality of variance, t-test, regression analysis and analysis of variance. The results show that South African pre-service science teachers reported a lower COVID-19 vaccine uptake than Indonesians. Both sets of participants rely on social media, research articles, textbooks and friends and family to learn about COVID-19. However, reliance on these sources is not significantly associated with vaccination status. We conclude that contextual factors may affect vaccination status. We recommend further research into science teachers’ role in promoting health literacy and safe behavioural practices to reduce the spread of diseases. We also recommend using social media to share scientific information for health education.

Students’ Perceptions and Attitudes toward World Englishes Paradigm

The study aims to describe the pre-service English teachers’ perceptions and attitudes toward World Englishes (WE) Paradigm from Kachru's theory within the Indonesian context. Limited studies have been undertaken relating to Indonesian pre-service teachers’ perceptions and attitudes to the WE paradigm. The design of this study employed a qualitative case study focusing on the exploration of an individual pre-service English teacher’s perceptions and attitudes toward the phenomenon of the WE paradigm. Twenty participants who are pre-service English teachers participated in this study. Initially, the participants were asked to take The Verbal Guise Test to for stimulating the participants’ knowledge (cognitive) about varieties of English and introduce the WE paradigm. Afterward, the semi-structured interview was conducted with open-ended questions to explore how the students view different varieties of WE. The data were then transcribed and analyzed using thematic analysis by coding, classifying themes, and interpreting. The findings of the study indicated that academically participants still have a preference of the inner circle (IC) English to support the learning process. But for non-academic context the majority of participants had the ability to understand and recognize English variations and showed interest in using and learning more about WE.

Toward proficiency: Developing a multiplication mathematical content knowledge test for pre-service mathematics teachers in Indonesia and Türkiye

This study aimed to develop a specific Mathematical Content Knowledge (MCK) test focused on multiplication for pre-service mathematics teachers in Indonesia and Türkiye. No assessment tool exists to measure MCK related to multiplication among pre-service mathematics teachers. We used convenience sampling to obtain data from third- and fourth-year pre-service teachers in Indonesian and Turkish mathematics teacher education programs. The test items were administered to 423 Indonesian pre-service mathematics teachers and 413 Turkish pre-service mathematics teachers, and their responses were analyzed using factor analysis. The MCK test was found to be reliable, with 18 items that were grouped into four components: procedural knowledge of multiplication (C1), understanding of multiple representations (C2), conceptual knowledge of multiplication (C3), and anticipating students' thinking (C4). The study results suggest that a valid MCK test helps evaluate multiplication in these four components. Additionally, the study findings indicate that Indonesian pre-service teachers score higher in the C1 and C4 categories, while Turkish pre-service teachers score higher in the C2 and C3 categories.