The Learning Achievement of Preservice Teachers from Internship: A Descriptive Study

Abstract

This paper aims to analyze the learning achievement of internships for preservice teachers who carry out the School Field Program (SFP), especially for economics and business students. Regulations on SFP established six learning objectives to build the foundation of the teacher's professional identity, including 1) concerning the characteristics of students; 2) concerning the structure and governance in schools; 3) concerning the rules and regulations in the school; 4) identify ceremonial-formal activities in schools; 5) identify routine activities, such as intraco-extracurricular activities at school; and 6) describe positive practice activities in schools [1]. Respondents (N = 196) involved preservice teachers in Accounting (n = 53), Business (n = 46), Economics (n = 52), and Office Administration (n = 45) from the Faculty of Economics, Universitas Negeri Medan -Indonesia. A descriptive study was applied to explore the learning achievement of the internship. Data collection was carried out for two weeks before the end of the internship using a questionnaire via google. The findings show that preservice teachers in Office Administration have the lowest average learning achievement compared to other fields. Furthermore, the habituation of positive activities at school is the most dominant in learning achievement, and intra-co-extracurricular activities are the learning achievement that has the lowest impact on them. The limitations of internship activities due to the Covid-19 pandemic have an impact that slows the learning achievement for internships. The online mode dominates internship activities so that activities that should be carried out in practice are not optimally implemented. Scholars and practitioners on campuses and schools can dig deeper into the challenges and opportunities of a post-pandemic hybrid internship program as a strategic solution to improve the competence and skills of preservice teachers.