The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian Initial Teacher Education - Participants’ Perspectives

Oct 15, 2026

Uploaded by Franzy

Professional experience is treated as crucial for pre-service teachers to transfer what they learn in initial teacher education into authentic school contexts. This article examines how the Coaching Approach to Professional Experience (CAPE) model was implemented within an ITE program at Jambi University, Indonesia. Using qualitative focus groups, it analyzes perceptions from PSTs, a principal, mentor teachers, teacher educators, and a coach. Findings show the coach’s role supported individualized development of teaching skills, while also revealing limitations in model specificity and coach workload, leading to recommendations for future adaptations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Professional experience in initial teacher education

Indonesia’s teacher competencies and practicum structure

Australia and Indonesia: theory–practice integration and partnerships

Australian Journal of Teacher Education | Volume 46 Issue 3 | Article 2 | | --- | --- | | 2021
The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’Perspectives
Urip Sulistiyo Universitas Jambi
Muhammad Rusdi Universitas Jambi
Jennifer Clifton
The Queensland University of Technology
Heather Fehring RMIT University
Kathy Jordan RMIT University
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Teacher Education and Professional Development Commons | | Recommended Citation Sulistiyo, U., Rusdi, M., Clifton, J., Fehring, H., & Jordan, K. (2021) . The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’ Perspectives. Australian Journal of Teacher Education, 46(3) . [http://dx.doi.org/10.14221/ajte.2021v46n3.2](http://dx.doi.org/10.14221/ajte.2021v46n3.2) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss3/2](https://ro.ecu.edu.au/ajte/vol46/iss3/2) The Implementation of The Coaching Approach to Professional Experience (CAPE) Model in Indonesian Initial Teacher Education: The Participants’ Perspectives Urip Sulistiyo Muhammad Rusdi Universitas Jambi, Indonesia Jennifer Clifton Queensland University of Technology Heather Fehring Kathy Jordan RMIT University Abstract: Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) program to school environments. There are multiple models ofprofessional experience that address the issue of integrating theory and practice. This article reports on findings ofthe implementation of the Coaching Approach to Professional Experience (CAPE) model in an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators (lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University’s context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions ofthe CAPE model in Indonesia and beyond. Keywords: School-university partnerships, professional experience, pre-service teachers, Coaching Approach to Professional Experience (CAPE) model Introduction Professional experience (also known as practicum or placement) is recognised as an essential part of initial teacher education programs (Le Cornu, 2016; Ure, Gough & Newton, 2009) as it prepares pre-service teachers (PSTs) for the demands ofthe classroom and a variety of teaching and learning situations. The teaching practicum has the potential to bridge the dissonance between theory and practice sometimes experienced by pre-service teachers (Chiwimbiso, Adendorff & Misto, 2017) and provide them with opportunities to acquire and demonstrate teacher competencies in areas such as classroom management, assessment practices and subject knowledge within an authentic classroom context (Goff-Kfouri, 2013) . In Indonesia, based on the 2005, Government Regulation No. 19 on National Education Standard, there are four basic teacher competencies that PSTs are required to demonstrate during their professional education: pedagogical, personal, soci

FAQs

What is the CAPE model and what does the article study about it?

The article investigates the implementation of the Coaching Approach to Professional Experience (CAPE) model in an Indonesian initial teacher education program, focusing on how it supports professional experience.

Who provided input in the research?

Qualitative focus groups gathered perceptions from pre-service teachers, a school principal, mentor teachers, teacher educators (lecturers), and a coach.

What strengths and weaknesses were identified in applying CAPE at Jambi University?

The coach’s role helped PSTs individualize and focus on developing teaching skills, but the model’s structure was too general for the local context and the coach’s teaching duties limited PST–coach interactions.

Oct 15, 2026

Uploaded by Franzy