Indonesian Pre-service Teachers Research Articles

A Retrospective Narrative Study of Pre-Service Teachers' Language Barrier Experiences in International Teaching Practicum

The present retrospective narrative study reported in this article explores the international teaching practicum program has become a new trend in a lot of university-based English as a Foreign Language (EFL) teacher education programs, particularly in Southeast Asian countries. This phenomenon led to the high demand for university-based EFL teacher education programs of having international networking which aims to give more cross-cultural understanding and experience for the pre-service teachers in teaching EFL abroad. This retrospective narrative case study aims to investigate the language socialization experiences and challenges of two Indonesian pre-service EFL teachers during the teaching practicum program in Thailand. The data was collected through participants’ teaching practicum documents and semi-structured interviews. Grounded in a retrospective narrative study and Relational Turning Point Events (RTPEs) theoretical framework, this study is hoped to provide a better understanding of the EFL teaching development, particularly for preparing pre-service teachers for intercultural teaching practicum.

Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers

Understanding pre-service teachers’ perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers’ perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a cross-sectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PTTPACK Survey was used to gather data. Independent t-test, ANOVA, and Person’s correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.

Unveiling Indonesian Pre-Service Teachers’ Perceived Competencies and Readiness for Online English Language Teaching: A Mixed Methods Study

There has been a great deal of research into teacher readiness for online language teaching conducted in many parts of the world. However, scarce inquiry on this topic has been published in the Indonesian context. The purpose of this study was twofold: (1) to investigate Indonesian EFL pre-service teachers’ perceptions of their technological, pedagogical, and evaluation skills in online language teaching, and (2) to explore their perceptions of online English language teaching. The study employed a mixed methods research approach. The quantitative data were collected using a questionnaire from 92 pre-service teachers majoring in English Education at a state Islamic institute in Jambi province and the qualitative data were collected through WhatsApp messenger from six of the participants. The data obtained through the questionnaire were analyzed using descriptive statistics and the qualitative data were analyzed using content analysis. The results showed that the participants had positive perceptions of their technological, pedagogical, and evaluation skills in online English language teaching. However, the qualitative data demonstrated that the participants had a strong inclination toward classroom face-to-face teaching rather than online teaching for a number of reasons, indicating that they were not ready for online English language teaching. Some practical suggestions for the EFL teacher training programs in Indonesian tertiary education institutions are given.

Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice

The primary objective of the research reported on here was to decide whether a combined framework of the theory of planned behaviour (TPB) and technological pedagogical and content knowledge (TPACK) could be a valid and reliable model to predict Indonesian pre-service science teachers’ (PSTs’) actual use of technology (AUT) during teaching practice. A survey instrument consisting of attitudes (ATs), subjective norms (SN), perceived behavioural control (PBC), technological pedagogical knowledge (TPK), technological content knowledge (TCK), technological pedagogical content knowledge (TPCK), and AUT was adapted from previous studies and validated through face and content validity. Thereafter, the instrument was piloted to 135 PSTs and validated through exploratory factor analysis (EFA). The sample (n = 457) completed the instrument during the main data collection. The data analysis was done through the steps of partial least square structural equation modelling (PLS-SEM), t-test, and analysis of variance (ANOVA). Through the measurement model phase, the combined framework was reported to be reliable and valid. SN was the strongest predictor (β = .445) of AUT, followed by PBC (β = .281). Meanwhile, AT, TPK, TCK, and TPCK were reported to be insignificant. Additionally, significant differences regarding AUT were reported based on gender and institution. An insignificant relationship emerged based on information and communication technology (ICT) -based courses.

Pre-Service English Teachers’ Pedagogical Competence in Teaching English: A Case of Teaching Internship Program (TIP)

Pre-service English teachers (here: PETs) play a critical role in the development of students’ academic knowledge, technical skills, social values, and individual personalities, as well as their ability to digest teaching materials properly. Considering what is known as the pedagogical competence of pre-service English teachers is an important part of this process. This study aimed at evaluating the pre-service English teachers’ pedagogical competence in the classroom while instructing pupils in the English language. This study employed a qualitative research approach, especially a case study method with five Indonesian pre-service English teachers who participated in a teaching internship program (TIP) to collect information. The researchers used a range of approaches to acquire information from the perspectives of the student-teachers. These methods included questionnaires, observations, and observation notes. During the data analysis phase, the researchers used data reduction, data visualization, conclusion writing, and verification to help them make sense of their findings. In addition, the triangulation procedure was used to examine and validate the information gathered from the participants throughout the research phase of the investigation. According to the results of this research, pre-service English teachers' pedagogical competence was good, with an average score of 3.33 out of 5 on the pedagogical competence score (67 percent). Pre-service English teachers will benefit from reflection-based instruction and extended teaching practice under the supervision of experienced instructors in English Language Teaching (ELT) practices.

Informal digital learning of English and perceptions of using EIL materials: attitude toward varieties of English as a mediator

ABSTRACT This mixed-methods study aims to examine the mediating role of attitude toward English varieties in the relationship between Informal Digital Learning of English (IDLE) and perceptions of using English as an International Language (EIL) materials in pre-service English teachers. We collected and analyzed survey data from 434 Indonesian EFL pre-service teachers, using the Jamovi programme. Survey results showed that both receptive and productive IDLE activities had a significant impact on attitudes toward different forms of English, which in turn had a significant impact on views of using EIL resources. Individual interviews (n = 10) and stimulated recalls (n = 7) revealed that participation in IDLE activities (e.g. watching YouTube videos with different English accents and users) aided in maintaining a more positive attitude toward different varieties of English. As a result, pre-service EFL teachers became more open to using EIL materials, such as listening materials that employ different English accents. This study suggests that IDLE is an important factor in developing positive attitudes toward English varieties, an approach that may enable today's pre-service EFL teachers to become more open toward and tolerant of integrating EIL pedagogy into practice.

Pre-Service English Teachers’ Professional Identity Development: A Case Study

<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>

Indonesian pre-service teachers’ mindfulness, social emotional competence, and academic achievement

<span>Pre-service teachers must be able to fulfill the standards of having teachers’ competencies and more than adequate knowledge to teach the future generations. In relation to this, mindfulness, social emotional competence, and academic ability become crucial reasons they need in perceiving the quality to become professional teachers. The respondents of this study were 68 students who were English as a Foreign Language (EFL) pre-service teachers ranging from the age of 19-22 from the Faculty of Teacher Training and Education at one of the university in South Sumatra, Indonesia. The aims of this study were to find out the relationship among these pre-service teachers’ mindfulness, social emotional competence and academic achievement. The instruments of this study were the five-facet mindfulness and social emotional competence questionnaires. The documentation of their GPA which were analyzed using Pearson Product Moment Test. The results of this study showed that pre-service teachers had high level of mindfulness and social emotional competence. It also highlighted that there were significant weak correlation between their five facet mindfulness and academic achievement, and their five facet mindfulness and social emotional competence toward academic achievement. Specifically, the non-judging dimension from the five-facet mindfulness and self-management from social emotional competence also correlated significantly to academic achievements. In conclusion, the pre-service teachers’ mindfulness, social emotional competence, and academic achievement had beneficial relationship one another.</span>

Pre-Service English Teacher’s Experiences in Using Pedagogical Code-Switching in EFL Classroom: A Narrative Inquiry Study

This research focuses on the experience of pre-service teachers who are carrying out teaching and learning practices in 8th grade Senior High Schools. By using code-switching to explain English subject matter at the school, as well as solving a problem during teaching and learning. For example, 1. How is Indonesian pre-service teachers' code switching functioned in EFL classes? 2. How did the use of code-switching as a teaching strategy influence the respect the Grade 8 Natural Sciences students had for their teacher?

Attitudes towards Thai English: Indonesian Pre-service Teachers Lenses During Teaching Practicum in Thailand

Over the last few decades, World Englishes have shifted the paradigm of how both native and non-native speakers view English as a lingua franca. This paradigmatic shift has attracted scholars to conduct a plethora of investigations on the roles of English as an international language. However, scrutinizing the pre-service teachers’ attitudes towards Thai English amid their teaching practicum in Thailand remains under-explored, notably viewed from Indonesian perspectives. This study investigated Indonesian pre-service teachers’ attitudes towards Thai English within their teaching practicum in Thailand to fill this gap. Four Indonesian pre-service teachers performing teaching practicum at diverse Thai schools were recruited as the participants. The data were garnered through semi-structured interviews and analyzed with qualitative data analysis framework. The findings revealed that Thai English was less intelligible. Besides, they contended that Thai English enables them to experience emotional shifts. Eventually, Thai English has adapted from the English and Thai language. With these in mind, understanding and employing Thai English practically offers the Indonesian pre-service teachers another variety of English to communicate in the classroom.

Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

Pre-service teachers are agents involved in several teaching training before involving in the professional community. The present study was designed to look at the enactment of Scenario Card-Lesson Study (SCLS), a previously developed learning media. A single pre-service teacher with disabilities was voluntarily involved in the project. Data were garnered through multiple video-recorded observations and checklist documentation. Findings suggest that the participant demonstrated contextual practices of classroom teaching using SCLS. Based on the themed-finding, the participant designed the lesson plan effectively, improved classroom teaching skills, and wrote the lesson study report well. In addition, based on our observation session, The participant also engaged fully in student-student discussion and teacher-student interactions. One tangible finding from this study is that the participant appeared autonomous in designing the teaching and learning plans. Suggestions for policymakers, stakeholders, and future researchers in pre-service teacher education are offered in this paper.

English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

Factors Affecting Indonesian Preservice Teachers’ Use of ICT During Teaching Practices Through Theory of Planned Behavior

The goals of the research were to inform whether the theory of planned behavior (TPB) is a valid model to explain Indonesian preservice teachers’ (PSTs) use of information and communication technology (UICT) during teaching practices, to report best factor affecting PSTs’ UICT during teaching practices, and to elaborate differences regarding UICT during teaching practices in terms of demographic information, gender, major, university, and information and communication technology (ICT)-based courses. The sample of this study was 1,133 PSTs from three Indonesian universities who completed a 24-item printed questionnaire of four constructs: behavioral beliefs (BB), normative beliefs (NB), control beliefs (CB), and UICT. Using partial least square–structural equation modeling (PLS-SEM), the results informed that the TPB is a valid model to help explain Indonesian PSTs’ UICT during teaching practices. All constructs (BB, NB, and CB) significantly predict UICT during teaching practices where NB is reported to be the strongest predictor (β = .354). There are no significant differences in terms of genders and ICT-based courses; however, significant differences are indicated in terms of majors and universities.

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Teaching is one of the fundamental professions in society. Pre-service English teachers’ perceptions and motivations may significantly influence their career decision-making to enter the profession. This study aimed to investigate pre-service English teachers’ perceptions and motivations to enter the teaching profession. It employed mixed-method research with questionnaire and interview as the instruments to collect data. The respondents were 44 pre-service English teachers from an English Teacher Education Department of a well-known university, in East Nusa Tenggara Province, Indonesia. Results showed that the students had various perceptions regarding the teaching profession and most of them were altruistically motivated to be teachers in the future. The current study offers two important implications. First, since perceptions and motivations to enter the teaching profession are not fixed and may be influenced by the students’ family, environment, and study program, building positive perceptions and motivations should be an integrated element of the teacher education curriculum. Second, graduating students need strong support from the family, environment, and the government to maintain positive perceptions and motivations about the profession.

Factors Influencing Pre-service Teachers’ Satisfaction and Intention to Use the Internet: A Structural Equation Modeling

<p>In the age of digital era where the Internet is playing an important and dominant role, the concern of the higher education to ensure that the Internet within the reach of the students is very important. However, little research has been reported to indicate the success of the concern in Indonesia. Therefore, This study was conducted to assess factors influencing Indonesian PSTs’ satisfaction (ST) and intention to use (IU) the Internet for learning through technology acceptance model (TAM). Data was gathered from a total of 596 pre-service teachers (PSTs) from five universities in Indonesia. The measurement and assessment of the model were developed through a partial least square structural equation modeling (PLS-SEM). The results informed that Indonesian PSTs’ ST was strongly influenced by perceived ease of use (PEU) and IU. Besides, PSTs’ IU was predicted by Attitude (AT), PU and PEU.<em> </em></p>

Modeling Teachers' Collective Knowledge of Rational Numbers through Dialectic between Questions and Answers: A Case of Denmark and Indonesia

This paper aims at presenting a method for comparing teachers' mathematical and didactical knowledge of rational numbers. The method is developed based on the anthropological theory of the didactic (ATD) using a specific notion of dialectic between questions and answers. The initial questions and the pupils' answers are integrated into hypothetical teacher tasks (HTTs) which have been tested to Indonesian and Danish pre-service teachers (PsTs) who mostly work in pairs. In this particular study, we focus the comparative analysis on a specific case of two pairs, working on the addition and subtraction of fractions, to present the potential of the method to study teachers' collective knowledge. The findings show that the analysis through the dialectic between questions and answers provides a general picture of how the two pairs differ from formulating collective mathematical and didactical knowledge in teaching addition and subtraction of fractions. The analysis shows what directions their discussions take and how the two pairs link between their mathematical and didactical knowledge. The Indonesian pair focused their discussion exclusively on the standard procedures for adding and subtracting fractions. In contrast, the Danish pair discussed both the reasons for the pupils' error and tried to find a visual representation for teaching addition and subtraction of fraction. In addition, the findings also show that neither the Danish nor Indonesian pair considers to change fractions to decimals or to use an instrumental technique such as using a calculator to support pupils' learning of adding and subtracting fractions. An implication from this study is that the method gives a detailed picture of how the mathematical and didactical knowledge is shared and developed between two PsTs during their collective work.

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.

The correlation of learning interest and creativity in writing scientific articles of Indonesian pre-service biology teachers on biotechnology concept

Learning interest need more attention in learning development and it is very important in the learning processs. Pre-service biology teachers will be good learners if they have a good interest in learning. The creativity in writing scientific articles for pre-service biology teachers needs to be developed continuously, because pre-service biology teachers are academics. This study aimed to investigate the relationship between learning interest and creativity in writing scientific articles for Indonesian pre-service biology teachers on biotechnology concept. Survey was employed for the study by investigating 30 Indonesian pre-service biology teachers. The data collection technique used consisted of a questionnaire and a creativity instrument. Spearman’s rank correlation was used in data analysis. The findings showed that α = 1.08> 0.05, it was concluded that there was no statistically significant correlation between learning interest and creativity in writing scientific articles for Indonesian pre-service biology teachers on biotechnology concept.

Investigating Indonesian Pre-Service Teachers' Speaking Anxiety in EFL Classroom

The objective of this research are to investigate pre-service teachers’ speaking anxiety in EFL classroom. The subject of this research was 40 pre-service teachers of STKIP Al Hikmah Surabaya Indonesia. The research design of this study is descriptive qualitative research. The main single instrument used in this research was questionnaire. The questionnaire used in the form of Likert scale which was adopted and developed from Horwitz. In this study, questionnaire was applied as the single instruments. In analyzing data, an interactive data analysis model proposed by Miles M.B and Huberman A.M (1984) was used. The result of the study were: (1) All pre service teachers experienced speaking anxiety in EFL classroom. (2) There are five major areas of speaking anxiety experienced by pre service teachers in EFL classroom namely fear of interaction, fear of perception of others, low self esteem and lack of confidence, language proficiency, and error correction or fear of negative corection.

The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia

Abstract The pre-service teachers’ attitudes is one indicator to show whether the inclusive education system is successfully implemented. However, no research studies have been conducted to reveal pre-service teachers’ attitudes towards inclusive education in Indonesia. Therefore, the purpose of this study was to know the attitudes towards inclusive education of pre-service teachers in Indonesia. The current study investigated 177 Indonesian pre-service teachers who have studied the inclusive education course in Yogyakarta city using the teachers’ attitudes towards inclusion scale. The findings of the current study were 1) the pre-service teachers had moderate attitudes and beliefs towards inclusive education, 2) there were no differences in attitudes toward inclusive education between males and females, and between those who have never interacted with students with special education needs and those who have such experiences.