Ashadi Ashadi
The separation of higher education (previously under the Ministry of Research, Technology, and Higher Education—MoRTHE) from the schooling system (under the Ministry of Education and Culture (MoEC)) caused several problems in Indonesian teacher education. Designed based on evaluation system and standardization, the policy leaves the particulars of the standards and the processes to teacher colleges while implementing context-based teacher education to schools. As a result, gaps can be seen in the implementation of teacher education, particularly when student teachers work with mentors at schools during teaching practicums. Employing a multi-case study in four teacher colleges and four schools, this investigation involved 12 participants consisting of four supervisors (lecturers), four student teachers, and four mentors (school teachers) to reveal the employability issues faced by these stakeholders in the education of student teachers. Relevant policy and course documents were also reviewed previously to identify the potential problems in the area. The result demonstrates varying perspectives from the two sides of different stakeholders on how an employable teacher education process is to be construed. Further feedback on policymaking and the process of constructing employable professional teacher identities can also be seen from the participants’ accounts. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
