Professional Learning Through Kampus Mengajar : Challenges and Opportunities

Abstract

This study investigates the challenges and opportunities experienced by English Student Teachers in the Kampus Mengajar program, by the framework of professional learning. Using the Darling-Hammond’s framework of professional learning, this qualitative research employed semi-structured interviews and document analysis in data collection methods. The findings reveal that student teachers experienced various challenges in their professional learning, including classrooms management, environment, emotional and psychological, also collaborative challenges. These challenges often required participants to confront their assumptions, adjust expectations, and develop problem-solving strategies. However there also opportunities provided meaningfully including the opportunities of real word teaching experiences, classroom growth, and professional learning opportunities. This research highlights the importance of context-rich teaching, emphasizing that structured support and reflective practice are critical for maximizing the transformative potential of professional learning initiatives such as Kampus Mengajar