Rustanto Rahardi
This preliminary case study examines qualitative experiences of 30 students enrolled in an PPG PGSD at State University of Malang and analyses the reflections on their teaching identity development. Multiple measures of data with triangulation were collected from college work, including reflection essays from 30 pre-service teachers and a focus group interview with five of the pre-service teachers. The data were thematically analysed in order to find categories of factors that influenced the pre-service teachers' identity development. The results indicate that the support especially from lecturer as a mentor and the student teacher's passion for mathematics material, were incremental in building confidence in one's teaching abilities. Scientific facts show that after participating in the PPG program, students execute the teaching process following a structured flow, starting from the curriculum as a guide to the content of the material, then continuing with identifying sub-sub-materials in a coherent manner and following up by formulating learning objectives that are in accordance with the competency demands in the curriculum. The students also realized that they were in the beginning of their teacher identity development and were committed to lifelong learning. © 2024 American Institute of Physics Inc.. All rights reserved.
Mathematics Department, Universitas Negeri Malang, Malang, Indonesia
