Students’ Perspectives on the Pedagogical Readiness of Pre-Service Geography Teachers During School Practicum
Keywords:
pedagogical competence, pre-service teachers, student perceptions, school practicum, Geography Education, teacher professional developmentAbstract
Pedagogical competence is a fundamental component of teacher professionalism and plays a crucial role in creating meaningful, student-centered learning experiences. Evaluating the pedagogical readiness of pre-service teachers through students’ perspectives provides valuable insights into the effectiveness of teacher preparation programs and school practicum experiences. This study aimed to examine students’ perspectives on the pedagogical readiness of pre-service geography teachers during the School Practicum Program (Pengenalan Lapangan Persekolahan [PLP]) at SMA Negeri 1 Palu, Indonesia. The study employed a quantitative descriptive research design involving 20 eleventh-grade students selected through purposive sampling. Data were collected using a structured questionnaire based on seven dimensions of pedagogical competence, including understanding student characteristics, mastery of teaching principles, curriculum implementation, learning facilitation, student development, communication skills, and assessment and evaluation. Supporting data were obtained through classroom observations and documentation. The collected data were analyzed using descriptive statistical techniques and percentage analysis. The findings revealed that students generally perceived the pedagogical readiness of the pre-service geography teachers positively, with all competency dimensions categorized as Good to Very Good. The highest evaluations were observed in the ability to foster students’ learning potential and conduct assessment and evaluation, while learning facilitation and communication skills also received favorable ratings. Overall, the findings indicate that the School Practicum Program effectively supports the development of pedagogical competence and professional readiness among prospective geography teachers. The study highlights the importance of incorporating students’ perspectives into practicum evaluation to strengthen reflective practice and enhance the quality of teacher education programs.
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