Pre-Service Teachers’ Perceptions Toward Their Pedagogical Competence
A qualified teacher is required to understand the content of pedagogical competence. This study is aimed to identify pre-service teachers’ perceptions toward their pedagogical competence. The research question is “What are students’ perceptions toward their pedagogical competence in pre-teaching, while-teaching and post-teaching”. To answer these questions, this study employed a qualitative research methodology with a semi-structured interview. There were 6 students involved as the participants of the study. Besides, the study employed open coding, axial coding, and selective coding to collect the data. The interview was divided into pre-teaching, while-teaching, and post-teaching. Pre-teaching discussed: 1) perceptions on understanding students’ characteristics, 2) perceptions on understanding theories and learning principles, 3) perceptions on developing curriculum. While-teaching discussed: 4) perceptions on developing educative learning activities, 5) Perceptions on using current information, 6) Perceptions on developing educative technology media, 7) perceptions on performing effective communication. Post-teaching discussed: 8) perceptions on performing assessment and evaluation, 9) perceptions on using learning outcomes, 10) perceptions on conducting learning reflection. The findings indicated that students’ competence in pre-teaching has good development in understanding students’ characteristics and developing curriculum but low development in understanding theories and learning principles. Moreover, participants’ perceptions in while-teaching have good development in conducting educative learning activities, using current information, using technology, and performing effective communication. Finally, in post-teaching, there were only 3 students who were able to conduct assessment and evaluation, use learning outcomes, and conduct learning reflection. Hence, pre-service teachers' competence toward their pedagogical competence in pre-teaching, while teaching, and post-teaching assessed with 10 items of pedagogical competence can be considered good.
Bhargava, A. & Pathy, M. (2011). Perception of Student teachers about Teaching Competencies. American International Journal of Contemporary Research, 1(1), 2.
Brown, James Dean. 2001. Using surveys in Language Programs. Cambridge: Cambridge University Press.
Clark, C. M. (1988). Asking the Right Questions about Teacher Preparation: Contributions of Research on Teacher Thinking. Educational Research, 17(2), 5-12.
Gandra, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language Learners: A survey of California Teachers’ challenges, experiences, and professional development needs. Santa Cruz, CA: The Center for the Future of Teaching and Learning.
Gay, L. R, Geoffrey, E. M., & Airasian, P. (2009). Educational Research: Competencies for analysis and applications. New Jersey: Pearson
George, J. M., & Jones, G. R. (2005). Understanding and managing organizational behavior. New Jersey: Pearson Education Inc.
Gibson, J. L., Ivancenvich, J. M., Donelly, J. H., & Konopaske, Jr. R. (2009). Organizations behavior, structures, processes (13th ed). New York: McGraw, Hill/Irwin. Inc.
Harslett, M. et al. (2000). Teacher Peceptions of Characteristics of Effective Teachers of Aboroginal Middle School Students. The Australian Journal of Teacher Education, 25(2), 5.
Hodson D. (1996b). Laboratory Work as Scientific Method. Three Decade of Confusion and Distortion. Journal of Curriculum Studies, 28, 115.
Joan, H., Christine, T. S., Margaret, L. C. (2014). Program Improvement and Practice: In-Service and Pre-Service Students Teaching Reflections. ICCTE Journal, 52(4), 266-1282.
John Jarolimek & Clifor, D. Foster. (1976). Model of Teaching. New Yersey: Englewood Cliff Prenticehall Inc.
John W. Creswell (2012). Educational Research: Planning and Conducting Quantitative and Qualitative Research (4th ed.). Boston: Pearson Education Inc.
Liakopoulou, M. (2011). The Professional Competence of Teachers: Which Qualities, attitudes, skills, and knowledge Contribute to a teacher’s effectiveness?.International Journal of Humanities and Social Science, 21(1), 3
Madhavaram, S., & Laverie, D. A. (2010). Developing Pedagogical Competence: Issues and Implication for Marketing Education. Journal of Marketing Education, vol. XX, no X, pp. 2-10.
McMillan & Schumaker. (1984). Research in Education. Boston: Little Brown and Company
Meltem, Y. U. (2012). A Case of How Teaching Practice Takes Place. Journal of Educational Science: Theory & Practice, 12(4).
Miller R., Le Marechal J-F., & Tiberghienm, A. (1999). Mapping the Domain: Varieties of Practical Work, Practical Work in Science Education, Roskilde University Press.
Nunan, D., & Bailey, K. M. (2009). Exploring Second Language Classroom Research. Sherrise Roehr
Pajares, M. F. (1992). Teachers’ Belief and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3), 307-333.
Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29, 177-95
Rena, R., & Suleman, A. (2010). Perceptions of Pre-service Teacher towards Teaching: A Case Study on The Eritrea Institute Technology. Review of Higher Education in Afrika
Richter, Stephanie. (2009). Microteaching. (http://www.facdevblog.niu.edu/microteaching. html, accessed on March 18, 2021)
Robbins, S. P. (2001). Organizational Behavior: Concepts controversies application (6th ed). (2001). New Jersey: Prentice Hall International Inc.
Sharma, S. (2005). Multicultural Education: Teachers’ Perceptions and preparation. Journal of College Teaching and Learning, 5(2), 53-63.
Shulman, L. S. (1987). Knowledge and teaching: Foundation of the new reform. Harward Education Review, 57(1), 1-22.
Stones, E. & Morris, S. (1977). Teaching Practice: Problems and Perspectives. London: Methuen & Co., Ltd
Sugiyono. (2012). Metode Penelitian Kuantitatif, Kualitatif dan R & D. Jakarta: Alfabeta, Cv
Sutton. (1985). An Introduction to Assessment and Evaluation Processes and Procedures, University Collage, Cardiff, 1985
Undang – undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen
Undang – undang Republik Indonesia Nomor 19 Tahun 2005 tentang standard kompetensi guru
Wiersma William (1986). Research Method in Education; An Introduction (4th ed.). Boston, London, Sydney, Toronto: Allyn and Bacon Inc
Wike, R. (2004). How Content are Influence Choice of Instructional Methods: an Examination of one Component of Pre-service Teacher Belief. The Florida State University, Collage of Education, USA