Teaching Internship Research Articles

The Contribution of Kampus Mengajar Program to the Students’ Personal Development and Employability

This research aimed to examine the effect of Kampus Mengajar program experience on personal development and employability, with the usefulness of the program as an intervening variable. This study applied the quantitative method with causality research design and the Structural Equation Model (SEM) for the research analysis approach. The data collection technique used the Likert scale questionnaires sent through a Google form. 62 students of the Accounting Education Study Program joined Kampus Mengajar program Batch 1 and Batch 2. The data were analyzed by software SmartPLS 3 with a Partial Least Square (PLS) approach. The first step of the analysis was model measurement, which consisted of construct reliability, construct validity, and discriminant validity. The second step was structural model measurement to examine the hypotheses which comprised of R2 value, f2 value, direct effect, and indirect effect. The result revealed a direct and significant effect of Kampus Mengajar experience on program's usefulness. Besides, Kampus Mengajar experience showed an immediate and significant effect on each personal development and employability variable. Another research result showed an indirect significant effect of Kampus Mengajar experience on personal development with the program's usefulness as an intervening variable. This study concludes that Kampus Mengajar program as a teaching internship program positively influences students, and thus, this program needs to be followed up.

Training on the Use of the Independent Teaching Platform for Elementary School Teachers

Platform Merdeka Mengajar (PMM) is a form of work technology advancement that makes it easier for internal teachers to teach, learn and be creative. Teachers can get references, inspiration and understanding in implementing the Independent Teaching Curriculum. This morning app is very useful for driving teachers. In fact, there are many teachers who still can't even access the application even though they already have an ID (special teacher ID). The aim of this service is to provide socialization and training on the use of the Merdeka Mengajar Platform as well as providing socialization and understanding of the Pancasila P5 Profile to PSP 3 Elementary School Teachers, Sidrap Regency. The methods of devotion are gaze, face and presentation. The target of the activity is the teachers of the Sidrap Regency Education Service. After the activity, the teachers understood and recognized the benefits of using the Merdeka Mengajar Platform and felt the benefits of the P5 Pancasila knowledge material

Self-Instructional Teaching Internship Module: An Evaluation

Teaching internship is the apex in the academic life of preservice teachers to ensure their readiness to teach in the actual field. To help teaching interns (TIs) thrive in their practicum, the self-instructional teaching internship (STI) module is developed. This study evaluated the module using the Plan-Do-Study-Act action research and mixed-method research design to provide evidence to aid in its second revision. The participants were 13 state university TIs. The data were gathered by using a validated questionnaire, performance appraisal, and interview guide. While descriptive statistics, percentages, and weighted means were computed for the data. The module structure and format were present and compliant with the design framework, according to experts. The TIs unanimously agreed that the module adhered to Outcome-Based Education (OBE), Technological Pedagogical Content Knowledge (TPACK), Universal Design for Learning (UDL), and comprised a useful learning resource that allowed them to recognise their shortcomings, develop relationships, and become competent as evidenced by their progressive performance. The use of the STI module in Philippine Teacher Education Institutions is encouraged.

Experiences of Student Teachers in Thailand: A Pre-service Teacher Training Encounter

COVID-19 greatly impacted the lives of students in universities worldwide, more so for the students who are to take their last year of schooling and are about to enter their pre-service teacher training. Students who wished to become teachers before and even during the pandemic needed their pre-service teaching training or teaching internship. It can be done locally or abroad. This study aimed to explore the professional experiences of student teachers while having their pre-service teacher training and on-the-job training abroad. This study aimed to determine the future teachers' professional needs as demonstrated by the challenges experienced by these student teachers, especially in addressing the call of the global community. A qualitative design was used employing individual interviews of the nine (9) Student Teachers participants based on purposive sampling. Then, it was supported by a group interview after the first interview round. Through thematic analysis, the professional experiences of the student teachers were determined and analyzed. Results showed that the student teachers had unique professional experiences, such as dealing with the English level of students, multi-level classroom teaching experience, use of different strategies, professional development, learning the Thai Language, and use of good facilities. The student teachers also faced challenges along with their professional experiences. These are challenges related to the difficulty in teaching English, teaching in multi-level classes, teaching more than the expected class size, multiple co-curricular tasks, and difficulty in learning the Thai language. However, despite these challenges, the student teachers learned and improved themselves in their pre-service teacher training abroad. They managed to equip themselves to become fit regarding the call of Internationalization and Globalization through quality education.

Implementing Project-Based Learning for Pre-Service English Teachers in Independent Home Teaching Internship

Due to the Covid-19 pandemic, the Education and Teacher Training Faculty of UIN Walisongo, Semarang, Indonesia offered Independent Home Teaching Internships in the academic year of 2021/2022. The purpose of this research is to explain the implementation of Project-Based Learning by pre-service English teachers, as well as to analyze the problems of teaching EFL learners in Independent Home Teaching Internship. The study employed qualitative descriptive research design. The research participants were 15 pre-service English teachers from the English Education Department. Interviews and documentation were used to collect data. According to the data, Project-based Learning was implemented in this program by creating some learning videos. They were video of learning media and also video of English teaching and learning process. The products of project-based learning must be uploaded in YouTube channel. Because this was the first time a teaching internship completed online via numerous platforms, there were also new concerns and hurdles in completing the program. As part of their online Project-based Learning, students struggled with preparing lesson plans and designing certain learning videos. Practical implications of utilizing this learning model make enhancing students’ critical thinking skills, creativity, motivation and autonomous learners. However, they can solve the several problems namely bad connection of internet access, students’ low motivation in learning English and classroom management in these programs

Examining preservice teachers’ perceived performance while student teaching: A longitudinal study

With this study, we sought to fill a gap regarding preservice teachers’ self-evaluation during the student teaching experience. An instrument was created and validated for use as a weekly self-evaluation tool for preservice teachers during the student teaching internship. This instrument encourages preservice teachers to self-assess and use self-regulated learning strategies during their student teaching experience. The finalized instrument should be used in conjunction with other activities of the student teaching portfolio to meet the phases of self-regulated learning (forethought, performance, and self-reflection). The purpose of this study was to examine the change in preservice teachers’ perceived performance over time during the 14-week student teaching internship. The objectives of this study were to describe preservice teachers’ performance scores and examine the variance in preservice teachers’ self-reported performance scores over the student teaching internship. Means and standard deviations for each of the five constructs during the 14-week period are reported. The self-evaluation scores of all five constructs of the validated instrument show an upward trend over the 14-week student teaching internship, with peaks and valleys scattered throughout. Research should continue with the goal of identifying the reasons for the peaks and valleys in weekly self-evaluation data.

Student’s Perception of Micro Teaching Course to Their Teaching Internship at The English Department of HKBP Nommensen University

This study aims to find out student perceptions and benefits of the Micro Teaching Course for Teaching Internships at the English Department of HKBP Nommensen University. Researchers used a qualitative descriptive method. The population is seventh semester students of English education, amounting to 20 students. Data was collected through questionnaires and interviews. To collect data, the researcher gave 20 statement in the form of a questionnaire and then distributed them to 20 students and 7 questions through interviews with 10 students. From the results of the questionnaire the researchers concluded that students felt helped by their experiences in microteaching, as many as 20 participants 70% of whom agree and 29,75% strongly agree that microteaching had an effect on increasing their skills in teaching, From the results of the interviews, the researcher also concluded that students' perceptions of the microteaching course had an impact on their teaching practices as evidenced by the students' narrative presentations. Students think that with microteaching students can improve their skills in making and teaching based on lesson plans, skills in explaining material, time management and increasing self-confidence in teaching.

Prohibition of Internship among the Teacher Education Students during Pandemic: A Basis for A Learning Continuity Plan

The COVID-19 pandemic affected different sectors of the society. Education was one of the sectors that was greatly affected by it. Challenges are being experienced by the schools and their managers. For a department or college offering a teacher education program, a teaching internship was one of the program requirements that needed to have systematic planning for it is interconnected with the Basic Education and the Department of Education. This research aimed to identify the perceptions of the students who were affected by the postponement of teaching internship, using a total sampling technique among the graduating students of the Department of Teacher Education of DCLC. The method used in this research was descriptive correlational, a quantitative approach, to compare and contrast, and to describe the relationship between variables. To interpret the data statistically, the researchers employed the following statistical treatment: tally, frequency, ranking method, weighted average mean, independent sample t-test, and analysis of variance. The findings of the study were used as the basis for the learning continuity plan that may be proposed by the researchers for the departments or colleges offering teacher education programs. It was a detailed design that provides guidelines for those who would like to divert to the virtual teaching internship. This shows that education sectors can easily adapt to different changes due to their innovative nature. Keywords: teaching internship, virtual teaching internship, learning continuity plan

International teaching internships for future teachers: potential and challenges for learning

International teaching internships for future teachers: potential and challenges for learning

Exploring Management Industrial Class at the Vocational High School in Indonesia

This study aimed to describe and analyze the implementation of industrial class terms through the management stages namely planning, organizing, implementing and evaluating. The research design of this study used qualitative research. The data were collected from four Vocational High Schools in Indonesia. The findings showed that the mechanisms and stages of planning, organizing, implementing, and evaluating have been carried out comprehensively and systematically. To obtain the optimal results, the aspect of planning and implementation management needs to be optimized, especially in skills preparation by schools, curriculum synchronization, schedule planning, teacher internship program, and readiness of learning facilities and infrastructure. It is recommended because it needs a review from the implementation of industrial class management in Industrial Vocational High Schools. In addition, it needs improvements in every aspect of management to meet program objectives that have an impact on both parties so that can be a learning strategy based on industrial culture and industrial needs.
 
 Received: 24 January 2023 / Accepted: 19 April 2023 / Published: 5 May 2023

Knots and Bolts of Online Teaching Internship amid the COVID-19 Pandemic

. The use of an online learning modality during the COVID-19 pandemic has become widespread. This paper aimed to ascertain the “knots and bolts” of teaching internship, utilizing both the quantitative and qualitative methods of research. With the eighteen (18) student interns of the Cebu Normal University academic year 2020-2021, a survey was employed to gather data on the influence of their personal, family, and academic backgrounds on the areas of lesson planning, teaching modality, communication skills and classroom management. In addition, an unstructured interview was conducted to solicit their experiences. Results revealed that among the factors of influence, the school background engendered the “knots” or greatest motivating influence on their online student internship. On the other hand, the online modality with intermittent connectivity issues as well as the young learners’ behaviors has proved to be the greatest challenge, namely the “bolts”. The teaching interns’ sustaining powers were rooted in their belief in the Supreme Being, self-confidence, and the encouragement of significant others. It was therefore concluded that online student internship during the pandemic was both an opportunity and a challenge. The opportunities may be enhanced and the challenges may be examined by allowing the teacher education institutions to repackage the teaching internship programs’ teaching and learning modalities.

Augmented Reality (AR) Application Usage Training to Improve Teacher Digital Literacy at SMP Negeri 1 Jeneponto

SMPN 1 Jeneponto get help a total of 63 Gadget Units (Tablets) brands evercoss from government with goal to get used by internal teachers learning. However Not yet utilized with ok. this because internet network at school the No support and digital literacy teachers greatly low. Solution from problem the is increase teacher 's ability deep digital literacy utilization of Gadgets (Tablets) for learning media both offline and online with implementing Augmented Reality (AR) for optimizing Gadgets (tablets) as learning media in form activity training and mentoring. Activity results training This is there is enhancement about understanding importance teachers' ICT literacy and understanding of AR as a learning medium innovative by 95.6%. Enhancement Teacher's Digital Literacy is 87% and deep teacher skills using AR of 78.2%. This result proves that existing training and mentoring can increase teacher digital literacy at SMP Negeri 1 Jeneponto. Through activity, it is expected that the teachers are up to date on development technology and make an effort to increase one of them is professionalism through understanding Digital Literacy and implementing it in activity learning

An inquiry on the effectiveness of the teaching internship program based on pre-service teachers’ appraisal

Based on various published scholarly works, teaching internship is an essential component of professional development in the field of teacher education. Additionally, relevant literature have accentuated the importance of students conducting reflective assessments of the internships they participate in so that educational practices can be refined. In this regard, this present study was conducted to examine the implementation of the teaching internship program of the Institute of Education, Arts, and Sciences at City College of Angeles, specifically, students from the Bachelor of Physical Education and Bachelor of Performing Arts programs. Additionally, it assessed the association and direct influence of Institutional (IE) and Company Evaluation (CE) on Program Effectiveness (PE). After obtaining data from 84 pre-service teachers (NMale = 38, NFemale = 46), it was unraveled that the perception of pre-service teachers based on Institutional Evaluation and Company Evaluation are fully implemented. Concerning PE, it was perceived by the pre-service teachers as very effective. Results revealed that the internship program of the Teacher Education department is very effective since it is responsive to the needs of the stakeholders, and at the same time effective in helping students develop the skills needed for their teaching career. Lastly, a significant association and direct influence were observed between IE, CE, and PE. In the following, recommendations and potential next steps for further research related to this topic are discussed.

Internship Programme in B.Ed.: A Descriptive Study of Student–Teachers’ Experiences in Aizawl

In order to produce effective and efficient teacher internship programmes in teacher training institutions are needed since it equips the student-teachers with the necessary knowledge and skills. The draft National Education Policy 2019 has also recommended for integration of the B.Ed. programme in order to enrich the overall programme by teaching content and pedagogy together. Currently, the internship programme consists of one semester which is divided into three phases. The present study is conducted in order to find out the benefits of internship programmes, the challenges faced by the student-teachers and the issues related to the internship programme. The qualitative descriptive research method is adopted for the study. The sample involves a total of 30 randomly selected student-teachers which includes 10 each (5- arts; 5 science) from MZU, IASE and DIET, Aizawl. The interview method is used for the collection of data and it is analysed through an interpretive approach. It is found that the majority of the student-teachers have benefitted greatly through the internship programme and many reported that their parent institutions lack proper management. Suggestions for the improvement of the internship programme are also taken from the samples and also it is discussed in light of the draft national education policy 2019.

PRE-SERVICE SCIENCE TEACHERS’ TEACHING COMPETENCE IN A NEW NORMAL LEARNING ENVIRONMENT

The Covid-19 pandemic has had a massive effect on education. The education sector quickly transforms its curriculum to address the need of both teachers and students. Online learning has become the mode of instructional delivery; however, not everyone can fully participate in and benefit from this modality. A similar experience has taken place with the Pre-Service Teachers doing their teaching internship. In the Philippines, a teaching internship is a required component of all teacher education programs. Student teachers must undergo practice teaching in a real classroom setting. Due to the transition of instructional delivery from face-to-face to online learning, Pre-service teacher need also to adapt to this. They have to observe classes online and perform their teaching demonstrations remotely. Hence, this study aimed to determine the perceived teaching competency of the pre-service science teachers in terms of pedagogical skills, student performance assessment skills, and classroom management skills. It also described the teaching internship performance level in the new learning environment. Furthermore, this also served to investigate the significant relationship between perceived teaching competency and teaching internship performance of Pre-service Science Teachers. This study employed a descriptive-correlational design. It was conducted on 55 Pres-service Science Teachers in one of the Teacher Education Institutions (TEIs) of Iligan City, Philippines. The findings of the study indicated that pre-service science teachers were perceived to be very competent in their pedagogical skills, student performance assessment skills, and classroom management skills. Moreover, there was a significant relationship between the teaching internship performance level and their perceived teaching competency in terms of their pedagogical skills.

Initial Assessment on Learners’ Need in a Community: Basis for Pre-service Teachers’ Teaching Immersion

Preservice teachers’ preparation is crucial to the real world of teaching. To prepare teacher education students, field study courses are embedded in the curriculum before the teaching internship. Other preparations such as attendance to seminar/workshop with special topics relevant to the teaching-learning process as well as community immersions are included in the long list of preparations. Community immersion allows a preservice teacher to gain experience that later on will be important in the teaching practice. Such immersion can only be achieved successfully if preparation is done appropriately. In this study, a qualitative needs assessment was performed in one barangay in Olongapo City. An interview with the chair of the committee on education of the barangay was conducted to gather information about the participants and to the barangay’s program for these learners. It revealed that mathematics literacy programs are the most sought after in the locale, which is followed by reading literacy and science learning. Observation and random interviews among the participants were performed to observe and document both the numeracy skills and scientific literacy skills of the participants in the program in this study. The result of the assessment and observation is therefore used to craft a literacy program that will be participated in by learners of the barangay and facilitated by BSED-Science and BSED-Mathematics Pre-service teachers.

Preservice teachers’ perceptions of important elements of the student teaching experience

The student teaching experience is often an important capstone experience of teacher preparatory programs. Student teaching is designed to provide college students who are preparing to be educators with experience in an actual classroom while supervised by a certified teacher. The purpose of this study was to determine preservice teachers’ perceptions of important elements of the student teaching experience both before and after the student teaching experience. The preservice teachers perceived the most important element of the student teaching experience was the cooperating teacher/student teacher relationship. Additionally, there was a negative change in the perceived level of importance for all students to have an SAE requirement, with accurate record books and diversity within the students’ SAEs from much importance to medium importance. When placing preservice teachers for the student teaching internship, teacher educators might consider placing a higher emphasis on the cooperating teacher/student teacher relationships. Secondly, when placing preservice teachers for the student teaching internship, teacher educators could choose internship sites that emphasize SAE programs and have diverse facilities. Finally, we recommend future research could be conducted to further explore the role of the cooperating teacher and the important aspects of the cooperating teacher/student teacher relationship.

Pre-service English teachers’ reflective practice via online journaling during school-based teaching internship program at the time of Covid-19 pandemic

This study explores the reflective practices of two pre-service English teachers (PSETs) during their school-based teaching practice and internship program at the time of Covid-19. The purpose of this research is to describe PSETs reflections during their online school-based teaching practicum. The data were collected by utilizing the research participants’ journal writing as part of their e-portfolio projects which they kept during the teaching practicum. The collected data were analyzed thematically referring to Bain, Ballantyne, Packer & Mills, (1999). The research revealed four main thematic findings namely, Focus on Teaching, Focus on Self, Focus on Professional Issues, and Focus on Students or Class. Furthermore, the study also identified frequent sub-themes, such as General Teaching Issues (GTI), Specific Lessons or Incidents (SI), Own Teaching Approach (OTA), Relationship/Discussion with Supervising Teaching (RST), Teaching as Profession (TP), Professional Preparation (PP), Student /Class Behavior (SBC), Student /Class Characteristics (SCC). Overall, this research suggests that the use of online journaling helps to facilitate the reflective practices of prospective future English language teachers introspecting on a multitude of aspects of their teaching practicum/ internship program.

SI- MASPRO LEARNING MEDIA TO IMPROVE STUDENTS' SELF-REGULATED AND LEARNING OUTCOME DURING THE COVID-19 PANDEMIC

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Challenges and Experiences of Pre-service Teachers in Teaching Internship during the New Normal

Teacher Education Institutions (TEIs) in the Philippines were enjoined to implement the necessary modifications in the delivery of teaching internship given their context and available resources during the global Covid- 19 pandemic. Teaching internship courses were made experiential, using the different new normal learning modalities; developmental through coaching and mentoring, and aligned with the Learning Continuity Plan (LCP) and Most Essential Learning Competencies (MELCs). This study aimed to determine the challenges and experienced encountered by the Apayao State College (ASC) pre- service teachers in their internship during the pandemic. The study made use of the mixed approach or combination of qualitative and quantitative approach of research. Results revealed that the mean age of the respondents is 24 years old and pre- dominantly female respondents. They were involved in the various activities of the schools during their internship. They had encountered challenges such as ICT integration, new modalities of teaching- learning, social interactions, internet connectivity and instructional material preparations. Furthermore, they identified positive learning experiences during their internship but encountered problems along ICT skills and usage, time management, skills of the students with new platforms and adjustment to no face-to-face classes during their teaching internship.