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Background: This research aims to analyze gaps and potential needs for competency development models for prospective elementary school teachers. The research subjects were 180 prospective teachers spread across the Padang, Makassar, and DKI Jakarta areas. Data was collected through questionnaires, interviews, and Focus Group Discussions (FGD), which were then analyzed based on the priority order of needs. The results of the research show that there is a real gap in the competency of primary school teacher candidates, the largest is in mission/purpose competency with a score of 2.6 out of an ideal score of 5, the average competency gap is in continuous learning competency with a score of 3.3 out of an ideal score of 5, and the smallest gap is in building positive relationships with a score of 4.17 from the ideal score of 5. Based on the results of the gap analysis, a competency development model for prospective elementary school teachers is needed by the priority gap sequence. This model is an integrated knowledge system containing ten prospective teacher competencies which will be a provision in strengthening four teacher competencies, namely pedagogic competency, personality competency, social competency, and professional competency. Thus, this model can be recommended for prospective teachers in Indonesia to improve the competency of prospective elementary school teachers before entering the real world of work. Objective: The objective of this study is to investigate the competency development of prospective elementary school teachers in Indonesia. The aim of the research is to develop a competency development model for these teachers, focusing on ten key competencies such as building positive working relationships, coaching, continuous learning, ethical maturity, and mission/purpose. The main purpose of the research is to produce professional and competitive teachers who can contribute to the progress of education in Indonesia and support the government’s efforts to strengthen teacher competencies in the country. Ultimately, the study aims to improve the quality of education and human resources in Indonesia by preparing future teachers with the necessary competencies to shape the next generation. Theoretical Framework: The theoretical framework of the text revolves around the development of a competency development model for prospective elementary school teachers in Indonesia. The model is based on the concept of ten competencies that prospective teachers should possess, including building positive working relationships, coaching, continuous learning, and ethical maturity. These competencies are essential for strengthening four main teacher competencies: pedagogical, personal, social, and professional. The model aims to prepare future teachers to excel in their roles by instilling these competencies early on and providing training programs to enhance them further. The research methodology involves studying the competency of prospective teachers in three regions and developing a model that supports the formation of character profiles for students in Indonesia. The model is designed to contribute to the progress of education in Indonesia and align with the Strategic Plan of the Ministry of Education and Culture for 2020-2024. Method: The methodology adopted for this research comprises a research and development framework, specifically utilizing the Four-D Models developed by Thiagarajan et al. The study design involved conducting research in three regions in Indonesia - Makassar, Padang, and DKI Jakarta. The participants in the research were 180 prospective elementary school teachers enrolled in the elementary school teacher education study program. The approach involved a purposive sampling technique to select seventh-semester students, as they were considered to be adequately prepared for the real world of work. Data collection was carried out through a combination of survey questionnaires, interviews, and Focus Group Discussions (FGDs) to map the competencies of prospective elementary school teachers. The survey instrument was developed based on ten competencies deemed essential for prospective teachers, and respondents provided ratings on a 1-5 Likert scale. The study analyzed the competency gaps of primary school teacher candidates and identified the priority areas for competency development models based on the results obtained from the data collection methods. Results and Discussion: The results obtained revealed that there are ten competencies that prospective elementary school teachers in Indonesia should possess, including building positive working relationships, coaching, continuous learning, decision making, ethical maturity, managing work, mission/purpose, resilience, compelling communication, and valuing differences. These competencies were analyzed in three regions, namely Makassar, Padang, and DKI Jakarta, with varying levels of proficiency observed. The discussion section contextualizes these results within the conceptual framework of the teacher competency development model, emphasizing the importance of these competencies in shaping the future generation and improving education in Indonesia. The implications of these results include the need for targeted training programs to enhance these competencies among prospective teachers, ultimately leading to the production of professional and competitive educators who contribute to the progress of education in the country. It is important to note that the study has limitations, such as potential discrepancies in the assessment of competencies and the generalizability of findings beyond the sampled regions. These limitations should be considered when interpreting and applying the research findings to educational policy and practice. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of education. The research on teacher competency development for prospective elementary school teachers in Indonesia has the potential to impact various areas such as teacher education, the education system, human resource development, curriculum design, and policy-making in the field of education. By implementing the competency development model and addressing the identified gaps, it can pave the way for the improvement of teacher quality and ultimately enhance the education sector in Indonesia. Originality/Value: This study contributes to the literature by presenting a competency development model for prospective elementary school teachers in Indonesia, focusing on ten key competencies necessary for effective teaching. The research methodology involved conducting a study in three regions to analyze the competency of prospective teachers and develop the model. The research identified competency gaps in areas such as building positive working relationships, coaching, continuous learning, decision making, ethical maturity, and more. By addressing these competency gaps and providing a structured model for teacher development, this research offers a practical contribution to teacher preparation programs in Indonesia. The relevance and value of this research lie in its potential impact on the quality of education and human resources in Indonesia. The model aims to produce professional and competitive teachers who contribute to the progress of education in the country. By enhancing the competencies of prospective teachers in pedagogical, personal, social, and professional areas, the research seeks to improve the overall effectiveness of teaching and learning in elementary schools. The findings from this study could influence teacher training programs, curriculum development, and educational policies, ultimately leading to a more skilled and capable teacher workforce that can positively impact the future generation of students.
Usman et al. (Mon,) studied this question.