The Perspective of Pre-Service Teachers through Synchronous Learning According to Coaching and Mentoring: SAIFON Guidelines

Abstract

This research aims to enhance pre-service teachers' English language teaching ability in the 21st Century toward SAIFON guidelines. The population consists of 40 Rajabhat University pre-service teachers, and the sample group consists of 25 students of fifth-year pre-service teachers. They studied in the second semester of the 2020 academic year. The tools used in the research are 1) Need analysis, 2) In-depth interview, and  3) Field notes. Mixed Method research includes Qualitative Research,  In-depth interviews, Field notes, using content analysis and coding techniques for grounded theory, and quantitative research consists of a Need analysis.   The results revealed that:       Pre-service teachers enhance teaching English ability in the 21st Century toward SAIFON guidelines that consisted of eight aspects: 1) S = Survey the teachers' needs, 2) A= Associating with a plan, 3)  I = Instructing teaching strategies, 4) F = Feedback on teaching demonstration, 5) O = Observing teaching in the actual context, and 6) N = Notifying problems and solutions. Furthermore, it included pre-service teachers' perspectives on Synchronous Learning in three aspects: impressions, problems, and solutions.