Professional Competencies of Teacher Professional Education Students in Teaching Practice at State Senior High School 8 Pontianak

Abstract

Teacher professionalism is widely recognized as a critical determinant of educational quality, yet empirical evidence indicates persistent gaps between expected professional competencies and their actual enactment during teaching practice. This study aims to analyze the professional competencies of Teacher Professional Education students during their teaching practicum at State Senior High School 8 Pontianak, with particular attention to how these competencies are developed and manifested in real classroom contexts. Employing a qualitative descriptive-analytic approach with a case study design, data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using interactive thematic analysis. The results reveal that while students demonstrated adequate professional conduct and basic instructional competence, their competencies were largely procedural, with limited pedagogical adaptability, critical reflection, and collaborative professionalism. Classroom management and instructional planning were implemented formally yet often lacked responsiveness to students’ learning dynamics. Reflective practice and mentoring interactions were found to be insufficiently developed, constraining deeper professional learning. The study concludes that teaching practice provides an essential foundation for professional competence but remains suboptimal in fostering reflective, adaptive, and collaborative dimensions of professionalism. This research contributes scientifically by offering context-specific empirical evidence on practicum-based competency development and by emphasizing the need to reconceptualize teaching practice as a structured professional learning space.