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This quantitative survey study investigates the level of professional competence among pre-service English teachers in vocational high schools during the Covid-19 pandemic. Data from 83 participants at IKIP Siliwangi were collected via questionnaires and interviews. 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Vol.6 No.2 2022  \n[https://jurnal.unai.edu/index.php/acuity](https://jurnal.unai.edu/index.php/acuity)  \nProfessional Competency of Pre-Service English Teachers and ICT during Covid-19 Pandemic  \nSiska Rizkiani  \n[siska.rizkiani@ikipsiliwangi.ac.id](siska.rizkiani@ikipsiliwangi.ac.id)  \nIKIP Siliwangi, Indonesia  \nDOI: 10.35974/acuity.v6i2.2462  \nAbstract  \nProfessional competence of pre-service English teachers needs to be done to find effective ways in improving their teaching performance, which requires the proper implementation of ICT during online learning. This study aims at investigating the level of professional competence of pre-service English teachers in vocational high school in applying ICT in learning during the Covid-19 pandemic. It adoptsa quantitative approach. It is a type of survey research because it only describes the condition of the research respondents without any treatment being carried out. The respondents of this study were 83 pre-service English teachers of the IKIP Siliwangi who were undergoing teaching training subjects at various vocational schools. This research was conducted by distributing questionnaires and conducting interviews. The results showed that the professional competence of pre-service English teachers in implementing ICT is at a very good level, which means that pre-service teachers have performed excellent competence. This can be proven from the preferences of the three assessors (in-service teachers, supervisors, and students) to state that almost all aspects of pre-service teachers are at a very good competency level. These aspects are teaching and learning activities, teaching administration management, assignments, implementation of evaluation, and using the right tools. Only on the delivery of information aspect, pre-service teachers get a good competency level.  \nKeywords: ICT, Pre-service Teacher, Professional Competence  \nINTRODUCTION  \nOne of the factors that influence the success of the teaching and learning process in schools is competent teachers following national education standards. In education, teachers play a significant and strategic role in shaping students to become mature, autonomous, and independent individuals. In other words, the role of the teacher can determine the success of the educational process.  \nTeachers have strategic functions and tasks in the success of the learning process, starting from curriculum updating to implementing new teaching methods. No matter how good a curriculum is, if it is not supported by the ability of teachers to implement it, then the meaning of the curriculum will not mean much for the effectiveness of the education process (Achruh, 2016) . For this reason, for the learning process to be effective, teachers are required to have high competence. Of course, with the competence of the teacher, a conducive and effective learning atmosphere can be created.  \nCompetence is a synchronization formed from knowledge, skills, values , and attitudes which are implemented in habits of thought and action (Yamin in Mas, 2012) . In the Law of  \nCorresponding Author: Siska Rizkiani, English Education Study Program, IKIP Siliwangi, Indonesia. Email: [siska.rizkiani@ikipsiliwangi.ac.id](siska.rizkiani@ikipsiliwangi.ac.id)  \nthe Republic of Indonesia No. 14, competence is stated as a set of knowledge, skills, and behaviors that must be lived and controlled by a teacher or lecturer in carrying out their professional duties. Thus, competence can be interpreted as an effective tool and method, to direct a person in shaping himself toward maturity and independence.  \nIn the National Education Standards of Indonesia, there are four competencies that a teacher must have, personal, professional, pedagogical, and social competencies. This then makes the teacher a professional. Teacher professional competence is the ability to design and implement learning with the mastery of learn","cbCaifWl0pSnIKvJ","https://ap.wps.com/l/cbCaifWl0pSnIKvJ","pdf",308679,"English","# Abstract\n# Introduction\n## Teacher competence and educational success\n## Teacher professional competence and required competencies\n## Focus on ICT use during the pandemic","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To investigate the level of professional competence of pre-service English teachers in applying ICT during learning throughout the Covid-19 pandemic.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a quantitative survey approach with questionnaires and interviews. The respondents were 83 pre-service English teachers from IKIP Siliwangi.\"},{\"question\":\"What were the key findings about professional competence in ICT implementation?\",\"answer\":\"Professional competence in implementing ICT was at a very good level overall, supported by assessor preferences across teaching-related aspects. The delivery of information aspect was only at a good level.\"}]","Professional Competency of Pre-Service English Teachers and ICT during Covid-19 Pandemic | PDF",1792066393,23]