Ferry Maulana Putra, Dedi Purwana, R. Madhakomala, Firmansyah Firmansyah
This study examined the effectiveness and quality assurance of Indonesia’s pre-service professional teacher (PPG) program through an equity-oriented lens using a convergent mixed-methods design. Quantitative and qualitative data were collected from teacher candidates across diverse regions and institutional contexts, integrating data from survey results, interviews, focus group discussions, and document analysis to provide a comprehensive evaluation. The findings indicate that the program contributes positively to the development of professional competence and overall participant satisfaction. However, the analysis revealed persistent inequities in program experiences and outcomes, particularly across geographical regions and institutional capacities. Teacher candidates from more developed regions and higher-accredited institutions tended to report more favorable experiences compared to those in underserved and remote areas. These disparities highlight structural challenges related to uneven access to digital infrastructure, variations in mentoring quality, and differing levels of institutional support. Further analysis identified digital access, mentoring practices, and student agency as critical factors shaping participants’ experiences and perceived program quality. The qualitative findings reinforce the need for more inclusive and adaptive program implementation, emphasizing equitable access to learning resources and context-sensitive evaluation mechanisms. This study positions equity as a central dimension of quality assurance and argues that effectiveness cannot be fully understood without addressing systemic disparities. recommendnds strengthening digital infrastructure, enhancing mentor capacity, and embedding continuous, equity-focused evaluation within the program. These strategies are essential to ensure that teacher education reforms not only improve overall quality but also promote more equitable outcomes across diverse educational contexts. © The Authors.
Universitas Negeri Jakarta, Jakarta, Indonesia; Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
