Analysis of the profile of primary school teacher candidates' readiness in the context of teachers' professional competencies: Students' self-reflection

Maria Melani Ika Susanti

doi:10.26740/eds.v10n1.p57-66

Authors

Maria Melani Ika Susanti Teacher Professional Education, Faculty of Teacher Training and Education, Widya Dharma University

DOI:

https://doi.org/10.26740/eds.v10n1.p57-66

Keywords:

Teacher professional competence, Primary school teacher candidates, Student self-reflection, Teacher readiness analysis

Abstract

The readiness of prospective teachers is a key factor in ensuring the quality of education at the elementary school level. However, the existing literature often places too much emphasis on the mastery of technical skills, while neglecting the internal professional identity that is formed through self-reflection. This study aims to analyze the readiness profile of prospective elementary school teachers within the framework of four professional competencies namely, the pedagogical, professional, personal, and social domains while identifying the subjective meaning of the teaching profession through students’ self-symbolization. A descriptive approach with a sequential explanatory mixed-methods design was employed. Quantitative data were collected from seventh-semester PGSD students via a validated 30-item Likert-scale questionnaire, followed by qualitative data collection through observation and narrative reflection. Quantitative results indicate a high level of readiness, with average scores of 4.03 for pedagogical competence, 4.14 for professional competence, and 4.20 for personal competence, while social competence achieved a very high score of 4.50. Qualitative findings reveal that students demonstrate readiness by applying innovative models such as PjBL and integrating digital tools based on HOTS. Additionally, symbolic reflections such as the coconut tree and the candle illustrate that students view teaching as a transformative calling that requires resilience and dedication. This study fills a research gap by linking standardized competency assessments with symbolic self-reflection. The findings suggest that teacher education institutions should integrate reflective practices into their curricula to strengthen professional identity beyond academic mastery. This study presents a new diagnostic framework for assessing teacher readiness through a combination of psychometric data and in-depth qualitative insights.

References

Admiraal, W., Schenke, W., Jong, L. De, Emmelot, Y., & Sligte, H. (2019). Schools as professional learning communities : what can schools do to support professional development of their teachers ? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573

Anggraeni, D. M., Prahani, B. K., Nadi, S., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101334

Darling-Hammond, L., Flook, L., Ook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/https://doi.org/10.1080/10888691.2018.1537791

Diknem, C. H., & Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers ’ technology integration behaviors. Participatory Educational Research (PER), 9(March), 398–415. https://doi.org/https://doi.org/10.17275/per.22.46.9.2

Dockendorff, M., & Zaccarelli, F. G. (2025). Successfully preparing future mathematics teachers for digital technology integration: a literature review. International Journal of Mathematical Education in Science and Technology, 56(5), 948–979. https://doi.org/https://doi.org/10.1080/0020739X.2024.2309273

Fischer, J., Ghadiri-Mohajerzad, H., & Schrader, J. (2024). Teaching quality and teachers’ professional competences – their measurement, relevance, and association in adult education. International Journal of Lifelong Education. https://doi.org/https://doi.org/10.1080/02601370.2025.2526439

Fitriati, Rosli, R., Iksan, Z., & Hidayat, A. (2024). Exploring challenges in preparing prospective teachers for teaching 4C skills in mathematics classroom: A school-university partnership perspectives. Cogent Education, 11(1). https://doi.org/https://doi.org/10.1080/2331186X.2023.2286812

Kania, N., & Kusumah, Y. S. (2025). The Measurement Of Higher-Order Thinking Skills: A Systematic Literature Review. Malaysian Journal of Learning and Instruction, 22(1), 97–116. https://doi.org/https://doi.org/10.32890/mjli2025.22.1.6

Khasawneh, Y, J. A. (2023). An Investigation of Pre-Service Teacher Preparation Programs in Teacher Education and Co-Teaching Models. Information Sciences Letters An International Journal, 12(7), 2849–2857. https://doi.org/http://dx.doi.org/10.18576/isl/120714

Konig, J., Jager-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. Publication Cover European Journal of Teacher Education, 43(4), 608–622. https://doi.org/https://doi.org/10.1080/02619768.2020.1809650

Liu, J., Liu, Z., Wang, C., Xu, Y., Chen, J., & Cheng, Y. (2024). K-12 students’ higher-order thinking skills: Conceptualization, components, and evaluation indicators. Thinking Skills and Creativity, 52(6). https://doi.org/https://doi.org/10.1016/j.tsc.2024.101551

Lopez-Martin, E., Gutierresz-de-Rozas, Gonzalez-Benito, A. M., & Exposito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic achievement. International Journal of Educational Research, 120. https://doi.org/https://doi.org/10.1016/j.ijer.2023.102199

Mohamed, M., Rashid, R. A., & Alqaryouti, M. H. (2022). Conceptualizing the complexity of reflective practice in education. Frontiers in Psychology, 13. https://doi.org/https://doi.org/10.3389/fpsyg.2022.1008234

Muhibbudin, Artika, W., & Nurmallah, C. (2023). Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science. International Journal of Instruction, 16(4), 283–296. https://doi.org/https://doi.org/10.29333/iji.2023.16417a

Myllykoski-Laine, S., Parpala, A., Hailikari, T., & Postareff, L. (2024). Using self-reflection to support higher education teaching. International and Multidisciplinary Perspectives, 25(5), 589–604. https://doi.org/https://doi.org/10.1080/14623943.2024.2376784

OECD. (2022). How does PISA define and measure reading literacy? PISA in Focus, No.101.

Pratt, S. M., & Hodges, T. S. (2023). The Think-Aloud Observation Protocol: Developing a Literacy Instruction Tool for Teacher Reflection and Growth. Raeding Psikologi, 44(1). https://doi.org/https://doi.org/10.1080/02702711.2022.2126572

Saad, A., & Zainudin, S. (2022). A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning. Learning and Motivation, 78. https://doi.org/https://doi.org/10.1016/j.lmot.2022.101802

Schmid, M., Brianza, E., Yee, S., & Petko, D. (2024). Running in circles : A systematic review of reviews on technological pedagogical content knowledge ( TPACK ). Computers & Education, 214(12), 1–18. https://doi.org/10.1016/j.compedu.2024.105024

Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Book.

Sierra, A. A. J., Iglesias, J. M. O., Cabero-Almenara, J., & Palacios-Rodriguez, A. (2023). Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review. Frontiers in Education, 8. https://doi.org/https://doi.org/10.3389/feduc.2023.1078913

Sugiyono. (2021). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.

Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 Tentang Guru Dan Dosen (2005).

Wasserman, N. H., Buchbinder, O., & Buchholtz, N. (2023). Making university mathematics matter for secondary teacher preparation. ZDM – Mathematics Education, 55(4), 719–736. https://doi.org/10.1007/s11858-023-01484-5

Winícius, R., Niess, M. L., Ballejo, C. C., & Lieban, D. (2023). Technological pedagogical content knowledge : Exploring new perspectives. Australasian Journal of Educational Technology, 39(1), 88–105. https://doi.org/https://doi.org/10.14742/ajet.7970

Yue, M., Jong, M. S.-Y., & Ng, D. T. K. (2024). Understanding K – 12 teachers ’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education. In Education and Information Technologies (Vol. 29, Issue 15). Springer US. https://doi.org/10.1007/s10639-024-12621-2

Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects : a meta-analysis study. Frontiers in Psychology, 14(7), 1–14. https://doi.org/10.3389/fpsyg.2023.1202728