Pre-service English Teachers in the Teaching Internship Program (TIP)

Abstract

This research problem focuses on the experiences of pre-service English Language Education teachers in undergoing a Teaching Internship Program (TIP). Even though this program is designed to prepare prospective teachers for the real world of work, there are still many challenges faced by participants. This research aims to analyze the challenges and opportunities faced by prospective English language education teacher students during their Teaching Internship Program (Practical Field Experience/PPL) at a secondary school in Indonesia. Using a qualitative approach with a case study method, data in the research was collected through semi-structured interviews and reflective journals. Analysis was conducted through an inductive process in three phases: open coding (identifying and categorizing themes), axial coding (exploring relationships between themes), and selective coding (highlighting relevant themes for further discussion). Findings indicated that participants faced several challenges during their PPL, especially in classroom management, effective delivery of course material, and handling non-teaching tasks. The results of this research indicate that the experiences of pre-service English Language Education teachers in the Teaching Internship Program (TIP) vary greatly, influenced by individual, institutional and school environmental factors where they intern. In general, participants felt that this program provided a valuable opportunity to apply the theory learned in class into real practice. The implications of this research indicate the need to improve the quality of the Teaching Internship Program (TIP) to maximize participants' learning experience. The research results underline the importance of the role of mentors in providing effective guidance, so educational institutions and partner schools need to develop training programs for mentors to ensure they have adequate mentoring skills. The implications of this research can enrich their understanding of the dynamics of teaching in the field, improve pedagogical skills, and help them develop professional attitudes in facing teaching challenges.