The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian Initial Teacher Education: The Participants' Perspectives
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| Title: | The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian Initial Teacher Education: The Participants' Perspectives |
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| Language: | English |
| Authors: | Sulistiyo, Urip, Rusdi, Muhammad, Clifton, Jennifer, Fehring, Heather, Jordan, Kathy |
| Source: | Australian Journal of Teacher Education. Mar 2021 46(3):20-35. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Teacher Education Programs, Preservice Teachers, Student Attitudes, Experiential Learning, Program Effectiveness, Coaching (Performance), Mentors, Principals, Teacher Educators, Teacher Attitudes, Administrator Attitudes, Foreign Countries, College School Cooperation, Practicums, Partnerships in Education |
| Geographic Terms: | Indonesia |
| ISSN: | 1835-517X |
| Abstract: | Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) program to school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) model in an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators (lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University's context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1296908 |
| Database: | ERIC |
| Abstract: | Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) program to school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) model in an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators (lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University's context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond. |
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| ISSN: | 1835-517X |
