%V 7
%D 2022
%N 8
%J JURNAL PENDIDIKAN: TEORI, PENELITIAN, DAN PENGEMBANGAN
%X In response to the implementation of Merdeka Belajar (Freedom to Learn)-Kampus Merdeka (Independent Campus), this study aimed to investigate the perceived impacts of Freedom to Learn-Independent Campus (henceforth FLIC), on pre-service Teacher Professional Identity (henceforth, TPI) development. A qualitative research method by using a thematic analysis was used to analyze the data. Homogeneous online focus group discussions with three different groups of participants joining FLIC program were conducted to collect the data. There were twelve pre-service teachers who joined FLIC program involved in this study. The findings were elaborated under three themes. The themes were becoming and being didactical teachers, becoming and being pedagogical teachers, and the affordances of FLIC program for TPI development. The findings of this study offered some contributions, implications, and suggestions for further studies.
%I Graduate School of Universitas Negeri Malang
%R doi:10.17977/jptpp.v7i7.15424
%L katalog9303
%P 290-298
%A Lemmuela Alvita Kurniawati
%A Vinanda Kristianti
%K freedom to learn-independent campus; pre-service teachers; professional identity development; merdeka belajar-kampus merdeka; guru pra-jabatan; pengembangan identitas profesional
%T FREEDOM TO LEARN-INDEPENDENT CAMPUS 'AND PRE-SERVICE TEACHERS PROFESSIONAL IDENTITY DEVELOPMENT