ORIENTASI HAKIKAT KARYA MAHASISWA PENDIDIKAN ANTROPOLOGI DALAM MEMPERSIAPKAN DIRI SEBAGAI CALON GURU

Abstract

This study analyzes the orientation of the nature of the work of anthropology education students as prospective teachers through a qualitative approach with data collection of observation, interviews, and documentation. The results show that there are three different orientations that influence students' attitudes and motivation in preparing themselves as prospective teachers. Students with a “being” orientation tend not to have adequate preparation as prospective teachers because their main focus is only on completing their studies without long-term planning for the teaching profession. Meanwhile, students with a “becoming” orientation show a more proactive tendency with more structured preparation and active involvement in seeking relevant experiences during the lecture period to support their careers as teachers in the future. Students with a “doing” orientation focus on concrete achievements and practical experiences, characterized by their active search for teaching opportunities and developing skills through various activities that produce tangible results. For this group, the teaching profession is an achievement that must be realized through direct contribution to education. This research highlights that these different orientations significantly influence how anthropology education students perceive and prepare for their roles as future teachers, which has implications for their learning and development approaches.