Enhancing Preservice Teachers’ Pedagogical Competence Through Dual Modality Practicums: A Collaborative Research Study
Department of English
1 June 2024
Kegiatan Penelitian
SDG 4, SDG 17
In an innovative and collaborative research effort, M. Zaini Miftah from Institut Agama Islam Negeri Palangka Raya, Utami Widiati and Anik Nunuk Wulyani from the Department of English at Universitas Negeri Malang, and Tengku Intan Suzila from Universiti Teknologi MARA, Malaysia, have conducted a study focusing on preservice teachers’ pedagogical competence and transformative learning in a dual online-offline teaching practicum. This research is pivotal in addressing the Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4) and Partnerships for the Goals (SDG 17).
The study, titled “Preservice Teachers’ Pedagogical Competence and Transformation Learning in a Dual Online-Offline Teaching Practicum,” explores the development of pedagogical skills among preservice teachers through a hybrid teaching practicum model. This model combines both online and offline teaching experiences, providing a comprehensive platform for future educators to adapt and thrive in diverse educational settings.
Utilizing a mixed-methods approach, the research team conducted surveys, interviews, and observational studies with preservice teachers participating in the dual modality practicum. The participants included students from various educational institutions who engaged in both virtual and in-person teaching sessions. This approach allowed the researchers to gather extensive data on the effectiveness and challenges of the dual practicum model.
The study found that the dual modality practicum significantly enhanced the pedagogical competence of preservice teachers. By navigating between online and offline teaching environments, the participants developed a versatile skill set, including advanced technological proficiency, innovative instructional strategies, and adaptive classroom management techniques. These competencies are essential for delivering high-quality education in today’s increasingly digital world, aligning with the objectives of SDG 4.
The dual practicum also facilitated transformative learning experiences. Preservice teachers reported increased self-efficacy, reflective practice, and professional growth. Engaging in both modalities allowed them to critically analyze their teaching methods, receive diverse feedback, and implement continuous improvements. This transformative learning is crucial for fostering a generation of reflective and adaptive educators.
While the dual modality practicum offered numerous benefits, it also presented challenges. Preservice teachers faced difficulties in balancing the demands of online and offline teaching, managing technological issues, and ensuring student engagement across different platforms. The research team recommends the implementation of targeted support systems, including comprehensive training programs and robust technological infrastructure, to address these challenges effectively.
The findings from this collaborative research have significant implications for educational policy and practice. Policymakers are encouraged to integrate dual modality practicum models into teacher education programs, providing preservice teachers with diverse and enriching learning experiences. Educational institutions should invest in the necessary resources and training to support the successful implementation of these hybrid models.
The collaborative research led by Miftah, Widiati, Wulyani, and Suzila underscores the importance of innovative practicum models in enhancing preservice teachers’ pedagogical competence and facilitating transformative learning. By embracing dual modality teaching practicums, educational systems can better prepare future educators for the dynamic and evolving landscape of education. This research not only advances academic discourse but also provides practical insights for enhancing the quality of teacher education, contributing to the broader goals of quality education and effective partnerships for sustainable development.