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p-Index From 2020 - 2025
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All Journal Journal Of Academia In English Educations (JADEs) Teaching English and Language Learning English Journal
Yunika Upa
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Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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PROFESSIONAL IDENTITY CONSTRUCTION: EFL PRE-SERVICE TEACHERS’ CHALLENGES IN DOING TEACHING PRACTICUM AT PUBLIC PRIMARY SCHOOLS Emyliana, Emyliana; Yunika Upa
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8598

Abstract

This study explores the challenges experienced by pre-service English as a foreign language (EFL) teachers during their teaching practicum at SDN Seluang Danau and SDN Semata. This study aims to explore the challenges faced by EFL pre-service teachers during their teaching practicum at SDN Seluang Danau and SDN Semata, and to investigate the influence of these challenges on the EFL pre-service teachers’ professional identity construction. The method used was a qualitative approach with lived experience, data were collected through semi-structured interviews with 4 EFL pre-service teachers who had conducted teaching practicum in the two schools. The results showed that the participants faced various challenges, including difficulties in applying appropriate teaching methods, difficult classroom management, and limited facilities. These challenges had a significant impact on their professional identity formation process, with most participants feeling insecure and pressured by expectations of being an ideal teacher. Nonetheless, the experience during teaching practicum provided opportunities for them to learn, adjust to the environment, and develop strategies to overcome problems that arose. Adequate support from educational institutions and mentors is crucial for pre-service teachers to face challenges and build a strong professional identity. This study opens up opportunities for further research related to efforts to develop pre-service teachers' professional identity in various diverse contexts, and emphasizes the importance of adapting the curriculum to meet specific needs in remote areas.
EFL Pre-Service Teachers’ Challenges and Strategies in Implementing Kurikulum Merdeka During Teaching Practicum Purnomo, Kristian Anggi; Yunika Upa
JADEs Journal of Academia in English Education Vol 6 No 1 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i1.11915

Abstract

This study aims to explore the challenges and strategies experienced by EFL pre-service teachers in implementing Kurikulum Merdeka during their teaching practicum, particularly in rural elementary schools in Landak Regency, Indonesia. The research was conducted in five rural elementary schools involving ten EFL pre-service teachers who were actively engaged in their practicum under the Kurikulum Merdeka framework. Using a qualitative case study approach, data were collected through questionnaires, semi-structured interviews, and document analysis. Thematic analysis was employed to interpret the qualitative data and identify recurring challenges and strategies. The findings revealed that pre-service teachers encountered several major challenges, including limited teaching resources and infrastructure, difficulties adapting to student-centered approaches, and struggles in designing flexible and authentic assessments aligned with the curriculum's principles. Despite these obstacles, the participants employed various strategies, including attending workshops on Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), collaborating with senior teachers, and seeking additional learning resources independently. These strategies helped them adapt their teaching practices and improve their readiness to implement the curriculum. The study highlights the importance of institutional support, professional development, and mentorship in ensuring the successful implementation of Kurikulum Merdeka by pre-service teachers. It concludes that addressing these challenges is crucial for preparing competent English language educators and recommends further research into long-term impacts of curriculum implementation on teacher identity and student outcomes.
Co-Authors Emyliana, Emyliana Purnomo, Kristian Anggi