Comparative Analysis of Pedagogical Skills Between Unqualified and Qualified Teachers in Java and Papua, Indonesia

Ari Nursenja Rivanti, Veera Kallunki

Abstract


This study explores the differences in pedagogical skills between qualified and unqualified teachers in two contrasting Indonesian regions, Java and Papua. Using a mixed-methods comparative case study, the research involved surveys distributed to 41 teachers and interviews with 9 teachers and 3 school principals. TPACK and professional competence theory were used as analytical frameworks. Qualified teachers in Java show stronger technological integration and pedagogical delivery. However, contextual factors such as resource scarcity in Papua significantly influence teaching effectiveness. Informal growth through experiential learning was evident among some unqualified teachers. Findings support the view that both formal qualifications and contextual adaptability influence teaching quality. Policy improvements should focus on training, digital equity, and support systems in remote areas. The study reveals how informal learning strategies among unqualified teachers in resource-constrained regions contribute to pedagogical competence development.


Keywords


educational disparity, Indonesia, pedagogical competence, teacher qualification, TPACK

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References


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DOI: https://doi.org/10.17509/jpak.v13i2.85604

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