Promoting transformative learning through pre-service teachers’ teaching practice in Indonesian remote areas

Part of teacher education often consists of teaching practice within a school setting. This teaching practice is important for pre-service teachers to prepare for entry into the teaching profession (Foncha et al., 2015). Moreover, facilitating teaching experiences in a real school environment is key becausepre-service teachers can benefit not only pedagogically but also socially and culturally(Stacey, 2019). Experiencing teaching practice in a new environment gives pre-service teachers the opportunity to explore an unfamiliar world, which can engage them in a transformative learning experience.

When pre-service teachers engage in transformative learning, they can experience personal and professional growth. Skill development, changes in perspective and awareness are some of the benefits of experiencing transformative learning (Hoggan, 2016). With the emphasis on exploring an unknown world, studies on transformative learning tend to focus on teachers undertaking teaching practice abroad. To date,few studies examined the transformative learning of pre-service teachers in the context of contrasting localities.After all,exploring an unfamiliar environment can not only be done in an international experience, but also where there are contrasting localities within the same country (Morgan, 2010).

Furthermore, Indonesia is a multi-ethnic and multi-lingual society with over 300 ethnic groups and more than 700 spoken languages. Migration between provinces is also relatively high.The country also has more rural and remote areas than urban ones.Therefore, experiencing contrasting localities for pre-service teachers is essential.

This dissertation examines the teaching practice of pre-service teachers in remote areas. The aim of this dissertation is to gain insights into transformative learning experiences in the context of contrasting localities in order to understand and, where necessary, adjust the professional development of pre-service teachers.

This topic is explored on the basis offour studies, in which each study focuses on a research objective. For the four studies, pre-service primary teachers who participated in the SM-3T program were surveyed. This is a national teaching training program aimed at remote areas. The interviews were conducted after they had just completed their teaching practice.

149The first study investigated the opportunities for transformative learning during pre-service teachers’ teaching practice in remote areas. The findings confirm that teaching practice in remote areas enables pre-service teachers to face teaching challenges that foster disorientation. Experiencing disorientation increases opportunities for transformative learning.

The second study describes the transformative learning experiences in the teaching practice of pre-service teachers in remote areas. The research results confirm that teaching practice in remote areas triggers them to engage in transformative learning. Their transformative learning experiences are identified by their perspective changes and involve experiencing disorientation, exploring new roles and reflection.

The third study examined pre-service teachers’ transformative learning outcomes in terms of teaching skills. The findings show that pre-service teachers’ transformative learning while teaching in remote areas enables them to improve their teaching skills; they become more creative and resilient and develop a socio-cultural adaptive capacity.

The fourth study also explored the transformative learning outcomes of pre-service teachers, but focusses specifically on raising awareness. The findings confirm that pre-service teachers’ transformative learning during teaching practice helps them to become aware of educational situations in remote areas.

In summary,this dissertation provides insights into the benefits of teaching practice in the context of contrasting localities. The findings of this dissertation can inform teacher educators about the benefits of engaging pre-service teachers in transformative learning during their teaching practice. The dissertation highlights the importance of facilitating pre-service teachers to gain teaching experience in unfamiliar environments. The findings can also inform the Indonesian government about the importance of programs that facilitate teaching practice in remote areas. The dissertation emphasises that pre-service teachers gain a better understanding of the importance and challenges of teaching in remote areas and in the local community.