Pengalaman Mengajar Calon Guru Bahasa Inggris Sebagai Bahasa Asing Dalam Mengikuti Program

This study aims to explore how pre-service teachers interpret their experiences in
developing reflective practices and professional identity after completing the
Kampus Mengajar program. The research design is categorized as qualitative
research with a narrative approach. This research was conducted at Tadulako
University, Indonesia, involving four pre-service teachers as participants. The
research data were collected through open-ended and semi-structured interviews,
guided reflective journals, and documentation. The results of the study show three
main findings namely, first the Kampus Mengajar program was perceived as
valuable and transformative experiences by the pre-service teachers. The pre-
service teachers' perceptions were influenced by their firsthand experiences in
adapting to the realities of the schools to which they were assigned. Second, the
participants developed into reflective practitioners through the challenges they
encountered in real classroom settings. Third, the participants realized the transition
and construction in their identity from pre-service teachers to novice teachers
during their teaching practices. The process of learning by doing helped them
understand not just how to teach, but who they were becoming as teachers. It can
be interpreted by the results that the pre-service teachers experience in the Kampus
Mengajar program had a significant impact particularly in shaping their
perceptions, reflective practices, and professional identity.