Nurichsania, Nina Amalia (2017) Pre-service teachers' self-reflection on their pedagogical competences upon joining the SM-3T Program / Nina Amalia Nurichsania. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
ABSTRACT Nurichsania Nina Amalia. 2017. Pre-service Teachers Self-reflection on Their Pedagogical Competences upon Joining the SM-3T Program. Thesis. Graduate Program in English Language Teaching State University of Malang. Advisors (I) Dr. Enny Irawati M.Pd. and (II) Dr. Sri Rachmajanti Dip. TESL. M.P.d. Keywords pre-service teachers self-reflection pedagogical competences the SM-3T program This study attempted to scrutinizepre-service teachers perceptions on their pedagogical competence prior to and after embarking on theSM-3T program as well as factors affecting their perception changes (or lack thereof). The study employed a qualitative design with a case study approach and a retrospective pretest method. There were two pre-service teachers involved in this study to representhigh and low achiever teachers in the 2nd batch of the SM-3T program. A high achiever teacher is coded as HAT and a low achiever is coded as LAT. To obtain data and information I utilized a self-evaluation an interview guide and documentation. The findings of the study disclosed that HAT appraised his competences higher than LAT yet LAT made more improvement in most of teacher competence criteria stipulated than HAT did. From 38 pedagogical competence criteria being assessed in the self-evaluation sheet LAT enhanced 32 of the total criteria but HAT merely boosted 13 of them. Based on scoring categorization HAT s ability was categorized as competent since he attained the teacher competence criteria by 79.47% prior to enrolling at the program. After finishing the program HAT appraised his ability as strongly competentsince he attained 86.31% of the criteria. In other words HAT s competence progressed by 6.48% with one-level progression after completing the program. Meanwhile LAT fulfilled 28.42% of the teacher competence criteria and his ability was categorized as strongly incompetent before entering the program. He then improved his ability to fairly competent since he fulfilled 60% of the teacher competence criteria after the program. LAT succeeded in making two-level advancement with 31.58% improvement of his competence criteria after one-year teaching experience in the assigned3T school. Furthermore based on the results of the interview pre-service teachers revealed that those changes were affected by five factors. Firstly perceptions toward the prospective schools and students conditions in the 3T area. Secondly teaching theories from prior teacher education. Thirdly intensive teaching practices in the 3T areas. Fourthly efforts and decision-making during teaching practices in the 3T areas. Lastly the availability of lesson plan development guidebooks in the 3T schools. In addition to those factors HAT declared that good prior teaching experiences and the state of being well-informed about the condition of the prospective school and students in the 3T area during the program training also contributed to the changes of his competence. Further LAT believed that the teaching evaluation program in the 3T school was one of foremost factors causing his competence changes. Apart from factors affecting the changes the pre-service teachers also exposed that there were four factors influencing the lack of their competence changes.The first factor was insufficient information regarding teaching instruments and its implementation suitable for the conditions in the 3Tarea. The second factor was the shortage offacilities to support teaching. Next the same teaching practices demonstrated in prior teaching experiences and those at the 3T area also hindered pre-service teachers pedagogical competence changes. At last the obligation to teach lessons other than English also led to the lack of their competence changes. Not only the aforementioned factors HAT added that the same lesson planning during teaching practices in the 3T area in teacher education and in prior teaching experiences also influenced the lack of his pedagogical changes. LAT then specified that there were four more factors contributing to his lack of competence changes namely poor prior teaching experiences the scarcity of information related to LAT s prospective school s and students conditions in the 3T area during the program training the lack of teaching knowledge the prevailing local tradition and the practice of score manipulation in the assigned school. Based on the above-mentioned evidence I offer some recommendations. For English pre-service teachers in the SM-3T program they should continuously reflect their pedagogical competences and endeavor to hone themin order to be professional teachers. For the stakeholders of the SM-3T program they should provide complete information of all prospective 3T areas to pre-service teachers during the SM-3T training. The program should also give teaching materials in the PPG Post SM-3T program during the trainings and should provide coaching and mentoring during pre-service teaching practices in the 3T areas. Additionally the government should improve the quality of institutions operating teacher education throughout Indonesia and revise the standards as well as regulation of the teacher input the process and the teacher output in the SM-3T program then employ them as the benchmark in formulating standards in the forthcoming new program replacing the SM-3T program. Lastly for other researchers interested in this topic it is suggested that they elicit data about pre-service teachers teaching performances in the 3T and validate the match as well as the mismatch between their perceptions of pedagogical competences and their teaching performances.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 28 Aug 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58948 |
Actions (login required)
 |
View Item |