School Field Introduction (Plp) For Student Teachers During The Covid-19 Pandemic: Opportunities And Challenges
Abstract
This study aims to identify the information, opportunities, and challenges in implementing the School Field Introduction (Pengenalan Lapangan Persekolahan-PLP) by student teachers during the Covid-19 Pandemic. This study employs a qualitative approach with the Narrative Inquiry method, in which participants convey information in a narrative format based on the specified instrument. The data obtained refers to the PLP implementation report and the distribution of reflections on the PLP implementation through Google Forms filled out by 24 willing participants.The research results indicate that the implementation of PLP included school observations, discussions with group friends, consultation with Supervisors, daily photovoices making on Google Sites, and teaching assistant to set examples for students. In practice, it leads to classroom skill development, teaching preparation activities, community service in compiling online media, collaboration with colleagues, classroom management skill improvement, and learning evaluation development. The participants admitted some challenges they experienced during PLP are related to the reduced duration of teaching time, an unstable internet network, lack of parental support, classroom management, and limited access to teaching spaces. Opportunities for conducting PLP include a condensed learning process but shorter time duration, internet quota assistance from campus as a manifestation of institutional collaboration, collaboration and trust from school and civil servant teachers, teamwork, and understanding of technology. These findings have an impact on the lack of influence on teaching time, communication patterns, and the development of teaching skills.
Keywords: School field Introduction, Student teacher, Narratif Inquiry
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