PRE-SERVICE TEACHERS’ PERCEPTION OF THEIR COMPETENCE AND THEIR READINESS FOR TEACHING PROFESSION

Lou Chien Gita Arista, Dzul Fikri, Mutmainnah Mustofa, Dwi Fita Heriyawati

Abstract


Indonesian government seriously takes the issue of the teacher education graduates who are considered not to have an established ability to become professional teacher in school, even resulting in disagreement with the implementation of the program. This further calls for a more thorough investigation of the inherent legitimacy of new teachers in Indonesia, as well as their quality. The objective of this study was to reveal pre-service teachers' perceptions of their own competency and readiness to teach. This study employed a survey research design involving 67 undergraduate students of university in Lamongan. The result of this research showed that p value (.258) is greater than ɑ (.05), sugeesting that there was no correlation between pre-service teachers’ perception toward their competence and readiness for teaching profession. Nevertheless, on their perceptions, the pre-service teachers perceived their competence and their readiness were positively in good category and ready for teaching profession. By realizing and considering the aspects for the teaching profession, they feel more confident and ready to face the real environment of teaching as their profession.

Keywords: pre-service teachers, perception, competence, readiness

Full Text:

PDF

References


Balyer, A. (2017). Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession. Cumhuriyet International Journal of Education, 6(2), 230–248. doi: 10.30703/cije.334295

Garet, M. S.; Porter, A. C.; Desimone, L.; Birman., B. F., & Yoon. K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-45. doi: https://doi.org/10.3102/00028312038004915

Hatfield, B. E., Burchinal, M. R., Pianta, R. C., & Sideris, J. (2016). Thresholds in the Association between Quality of Teacher–Child Interactions and Preschool Children’s School Readiness Skills. Early Childhood Research Quarterly, 36(3), 561-571.

Julia, J., Subarjah, H., Maulana, M., Sujana, A., Isrokatun, I., Nugraha, D., & Rachmatin, D. (2020). Readiness and competence of new teachers for career as professional teachers in primary schools. European Journal of Educational Research, 9(2), 655-673. doi: https://doi.org/10.12973/eu-jer.9.2.655

Maddox, E.N., Forte, M., & Boozer, R.W. (2000). Learning Readiness: An Underappreciated Yet Vital Dimension in Experiental Learning. Journal of Developments in Bussiness Simulation & Experiental Learning, 27. doi: https://journals.tdl.org/absel/index.php/absel/article/view/914

Mangin, M.M., & Stoelinga, S. R (2010). The future of instructional teacher leader roles. the Educational Forum, Kappa Delta Pi, 74, 49—62. doi: 10.1080/00131720903389208

Mohamed Z., Valcke, M., & Wever, B.D. (2016). Are They Ready to Teach? Student Teachers’ Readiness for the Job with Reference to Teacher Competence Frameworks. Journal of Education for Teaching. doi: 10.1080/02607476.2016.1257509

Panggabean, M.S., & Himawan, K.K. (2016). The Development of Indonesian Teacher Competence Questionnaire. Journal of Educational, Health and Community Psychology, 5(2):1. doi: 10.12928/jehcp.v5i2.5134

PGG (2011). Professional growth guide for teacher candidates student teaching and ınternship 2010-2011, College of Education, University of Saskatchewan, 1-32. doi: http://education.usask.ca/documents/fieldexperiences/Field-Experiences-Policies.pdf

Sulaiman, T., Hamzah, S.N., & Rahim, S.S.A. (2017). The Relationship between Readiness and Teachers’ Competency towards Creativity in Teaching among Trainee Teachers. International Journal of Social Science and Humanity, 7(8). doi: 10.18178/ijssh.2017.V7.883

Tutyandari, C. (2020). Exploring Pre-Service Teachers’ Perceptions of Preparedness for Teaching in Indonesia. (Thesis, University of Melbourne, Victoria, Australia). Retrieved from http://hdl.handle.net/11343/241812

Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C., & Howes, C. (2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness. Journal of Applied Developmental Psychology, 34(6), 299-309. doi: https://doi.org/10.1016/j.appdev.2013.05.002


Refbacks

  • There are currently no refbacks.