ANALYSIS OF ENGLISH TEACHER PERCEPTION ON THE IMPLEMENTATION OF INDEPENDENT CURRICULUM IN SENIOR HIGH SCHOOL

Siti Nur Jamilah, Junaidi Mistar, Eko Suhartoyo

Abstract


Many pre-service EFL teachers still face challenges in developing pedagogical competence during field practice. However, limited studies explore their real teaching experiences using a retrospective approach. This study aims to investigate the challenges faced by pre-service teachers in designing, implementing, and assessing instruction during the Innovative Field Learning Practice (IFLP), and how personal characteristics affect their competence development. Using a qualitative retrospective design, data were collected through interviews with four 7th-semester English Education students and analyzed thematically. Findings show challenges in instructional design, classroom management, and assessment. Participants applied various strategies, including technology use and collaboration. Prior teaching experience, motivation, and cultural background also influenced their development. The study concludes that pedagogical competence is shaped by both teaching challenges and individual factors. Strengthening practical teaching and reflective activities is recommended to better prepare future teachers.

Keywords: Challenges, Strategies, EFL Pre-service teacher, Pedagogical Competence


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References


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