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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.",{"@graph":14,"@context":72},[15,34,55],{"@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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2021\u003Cbr>The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’Perspectives\u003Cbr>Urip Sulistiyo Universitas Jambi\u003Cbr>Muhammad Rusdi Universitas Jambi\u003Cbr>Jennifer Clifton\u003Cbr>The Queensland University of Technology\u003Cbr>Heather Fehring RMIT University\u003Cbr>Kathy Jordan RMIT University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nSulistiyo, 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) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n3.2](http://dx.doi.org/10.14221/ajte.2021v46n3.2)  \n[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)  \nThe Implementation of The Coaching Approach to Professional Experience (CAPE) Model in Indonesian Initial Teacher Education: The Participants’  \nPerspectives  \nUrip Sulistiyo  \nMuhammad Rusdi  \nUniversitas Jambi, Indonesia  \nJennifer Clifton  \nQueensland University of Technology  \nHeather Fehring  \nKathy Jordan  \nRMIT University  \nAbstract: Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned  \nduring 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  \nJambi University, Indonesia. Using qualitative focus groups, this  \nresearch 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  \nindividualise and focus on developing teaching skills. However,  \nseveral 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  \nrecommendations for future adaptions ofthe CAPE model in  \nIndonesia and beyond.  \nKeywords: School-university partnerships, professional experience, pre-service teachers, Coaching Approach to Professional Experience (CAPE) model  \nIntroduction  \nProfessional 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  \ndemonstrate teacher competencies in areas such as classroom management, assessment practices and subject knowledge within an authentic classroom context (Goff-Kfouri, 2013) .  \nIn 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","cbCaiinfyznxKh4z","https://ap.wps.com/l/cbCaiinfyznxKh4z","pdf",269593,17,"English","# Abstract\n# Introduction\n## Professional experience in initial teacher education\n## Indonesia’s teacher competencies and practicum structure\n## Australia and Indonesia: theory–practice integration and partnerships","[{\"question\":\"What is the CAPE model and what does the article study about it?\",\"answer\":\"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.\"},{\"question\":\"Who provided input in the research?\",\"answer\":\"Qualitative focus groups gathered perceptions from pre-service teachers, a school principal, mentor teachers, teacher educators (lecturers), and a coach.\"},{\"question\":\"What strengths and weaknesses were identified in applying CAPE at Jambi University?\",\"answer\":\"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.\"}]","The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian Initial Teacher Education - Participants’ Perspectives | PDF",1792078348,43]