This study examines the role of practicing teachers in a microteaching course and its impact on developing student-teachers’ skills at an Indonesian public university. This study specifically aimed to 1) identify student experiences in microteaching sessions involving practicing teachers, 2) analyze the influence of this involvement on their teaching skills, and 3) explore the meaning of this collaboration from the students’ perspectives. Using a qualitative phenomenological approach, the research involved third-year student-teachers, four lecturers, and ten practicing teachers from secondary schools in Yogyakarta. Data were collected through interviews, classroom observations, and reflection notes, then analyzed using Interpretative Phenomenological Analysis with source triangulation and member checking for validation. First, regarding student experiences, practicing teachers’ presence created an authentic and reflective learning environment where student-teachers engaged in microteaching that closely simulated real classroom situations. Second, concerning the influence on teaching skills, this collaboration significantly enhanced student-teachers’ abilities to design realistic lesson plans, conduct interactive teaching, manage classrooms effectively, and provide reflective assessment through direct guidance, modeling, and professional feedback. Finally, from the students’ perspective, practitioners were viewed not merely as technical mentors but as mediators between theory and practice and as professional role models who helped shape their teaching identity and self-reflection. The study concludes that collaborative microteaching effectively bridges academic learning and practical pedagogy. Sustained implementation within teacher education curricula is recommended to strengthen university-school partnerships and prepare future-ready educators.
Nunik Sugesti, Amrih Bekti Utami, Ihtiara Fitrianingsih et al.· Edulite: Journal of English...· 0 citations
Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect. Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students. Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.
Sukarno, Nur Hidayanto Pancoro Setyo Putro, Ihtiara Fitrianingsih et al.· Script Journal· 0 citations
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