Qualitative Study on Teaching Practice and Siwes as Teacher Training Instrument: Meta Subject Problems in Business Education

The modern teacher is condemned to think out of the box to meet the expectations of the current learners who are exposed to the unending volume of information on the internet at the press of a button on their Information Communication Technology-compliant gadgets at any time and anywhere with little or no assistance on one hand, and age not a limit to the prowess that can be displayed by “learned learners” on the other. Teaching Practice is core in teacher training education, as this is the practical aspect of classroom pedagogical theories learned by the teacher trainee, together with students’ Industrial Work Experience Scheme (SIWES), which is to give real-life industrial experience to a student. However, while the Teaching Practice is to enhance classroom skills in preparation for the world of work in the teaching profession, SIWES gives workplace experience to students who are likely to find themselves outside the classroom post-training. This paper, therefore, is an evaluation of the relevance of knowledge gained as a Business Education trainee, the adequacy of the knowledge, and an assessment of the value gained in solving challenges of teaching and the world of work in a business environment given the ability to create consciousness between what had been learned during teaching practice and SIWES and applying same to a real situation which is the Meta subjective cognition ability expected. Keywords: Teaching Practice, Students Industrial Work Experience Scheme, Meta subjective Cognitive, business education, teacher