Developing a Coaching-Mentoring Model to Strengthen Pre-service Teacher Professionalism in the Field Experience Program

Abstract

The Pre-service Teacher Professional Education (PPG/Pendidikan Profesi Guru) program is designed to prepare professional educators capable of integrating theory and practice. However, the Field Experience Program (PPL/Praktik Pengalaman Lapangan) still faces challenges, particularly unstructured and insufficiently collaborative mentoring. To address this issue, this study develops a coaching- and mentoring-based supervision model aimed at strengthening the professional competence of pre-service teachers. The method employed is Research and Development (R&D) using the ADDIE model, involving pre-service PPG students, mentor teachers, and field supervisors as the population, with a limited trial sample at the SD Laboratorium UM. Data were collected through expert validation questionnaires, observations, interviews, and reflective journals, and analyzed using descriptive quantitative and qualitative techniques to evaluate the model’s feasibility and effectiveness. Validation results from both model and Teacher Professional Education experts indicated feasibility scores of 90.77% and 90.00%, respectively, which are categorized as highly valid. These findings suggest that the model possesses a systematic and applicable conceptual structure for PPL implementation. A limited trial at Universitas Negeri Malang (UM) Laboratory School demonstrated that the model was effective in strengthening reflective interactions among students, mentor teachers, and university supervisors through functional and contextually relevant instruments. Based on the evaluation results, the model contributes positively to fostering a more structured, transparent, and participatory mentoring process. This study recommends further trials on a larger scale and an exploration of model adaptation in various partner school contexts to ensure the sustainability and consistency of its implementation in supporting teacher professionalism.