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Using a mixed-methods design combining student perception surveys and classroom observations, the research involves 199 participants from three schools in Tangerang Selatan. Results indicate student teachers have not fully implemented the model’s classroom factors, and recommendations focus on embedding these factors into curriculum or syllabi and considering earlier school placement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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 \nSiti Nurul Azkiyah1 and Amirul Mukminin*2  \n• This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students’ perceptions of the teaching quality of their teacher (student teachers) and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL) student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes.  \nKeywords: English teacher education program, Indonesia, student teachers, teaching practicum, teaching quality  \n1 Faculty of Education and Teacher Training, Syarif Hidayatullah State Islamic University, Indonesia.  \n2 *Corresponding Author. Faculty of Education, Jambi University, Indonesia; [amirmuk06@gmail.com](amirmuk06@gmail.com).  \nV iskanju kakovosti poučevanja prihodnjih učiteljev angleščine kot tujega jezika med pedagoško prakso: program izobraževanja učiteljev  \nSiti Nurul Azkiyah in Amirul Mukminin  \n• Raziskava je nameravala preučitikakovost poučevanja bodočih učiteljev, ko so izvajali pedagoško prakso. Kakovost poučevanja konceptualizirano temelji na osmih razrednih dejavnikih (orientacija, strukturiranje, modeliranje, aplikacija, spraševanje, vzpostavitev razreda kot učenegaokolja, ocenjevanje in upravljanje časa) dinamičnega modela, za katere je že bilo ugotovljeno, da vplivajo na učne dosežke učencev. Raziskava jeuporabila pristop mešane metode: anketo o predstavah učencev o kakovosti poučevanja njihovega učitelja (bodoči učitelj) in opazovanje v razredu. Raziskava je bila izvedena v mestu Tangerang Selatan, Indonezija, in je vključevala bodoče učitelje angleščine kot tujega jezika v programu angleškega izobraževanja na Syarif Hidayatullah State Islamic University, Indonezija, in sto devetindevetdeset učencev iz treh različnih šol. Rezultati so pokazali, da bodoči učitelji še niso uporabljali razrednih dejavnikov dinamičnega modela. Nekaj priporočil podaja vključevanje razrednih dejavnikov dinamičnega modela v kurikulum oziroma učninačrt izobraževanja učiteljev v prihodnje. Prav tako bi bilo koristnoraziskati možnost, da bi bodoče učitelje bolj zgodaj pošiljali na šole, in to ne le za opravljanje pedagoške prakse, ampak tudi zaradi drugihpomembnih vidikov njihovega izobraževanja.  \nKljučne besede: program izobraževanja učiteljev angleščine, Indonezija, bodoči učitelji, pedagoška praksa, kakovost poučevanja  \nIntroduction  \nA large number of studies have focused on the importance of the teaching profession and the quality of teaching. Those conducted by Creemers (1994), Darling-Hammond, (1997), Fullan (2001), Harris,(2002), Harris and Muijs (2005), and Van Der Werf, Creemers, De Jong, and Klaver (2000) for instance have shown that teachers are key players in any educational innovation. In other words, teachers facilitate the necessary knowledge, understanding, skills and value for the rewarding lives of their students (Bruinsma & Canrinus, 2012; Kyriacou, Hultgren, ","cbCaia5Wvxjiz6Ef","https://ap.wps.com/l/cbCaia5Wvxjiz6Ef","pdf",181734,"English","# Introduction\n## Teaching profession and teaching quality\n## Student teachers and existing research gaps","[{\"question\":\"What does the study aim to investigate about EFL student teachers?\",\"answer\":\"It examines how student teachers’ teaching quality is demonstrated when they conduct teaching practicum.\"},{\"question\":\"How is teaching quality conceptualized in the research?\",\"answer\":\"Teaching quality is based on eight dynamic-model classroom factors: orientation, structuring, modelling, application, questioning, learning-environment building, assessment, and time management.\"},{\"question\":\"What were the main findings regarding the classroom factors?\",\"answer\":\"The findings show that the student teachers had not yet practiced the classroom factors of the dynamic model.\"}]","In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum - Lessons from a Teacher Education Program | PDF",1792087957]