Praktik Mengajar: Ruang Epistemik dalam Penguatan Kompetensi Profesional Tutor Kursus Bahasa Prancis

Abstract

Penelitian ini bertujuan menganalisis praktik mengajar sebagai ruang epistemik dalam penguatan kompetensi profesional tutor kursus bahasa Prancis pada pendidikan nonformal. Dengan pendekatan kualitatif studi kasus di Lembaga Kursus LAB Bahasa Prancis Kabupaten Pekalongan, data diperoleh melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa praktik mengajar memungkinkan tutor mengembangkan pengetahuan profesional melalui pengalaman, refleksi, konseptualisasi, dan eksperimen pedagogis. Kompetensi reflektif, adaptif, komunikatif, digital, dan budaya terbentuk melalui keterlibatan langsung dalam pembelajaran nonformal yang fleksibel. Proses penguatan kompetensi berlangsung secara siklikal sesuai kerangka experiential learning Kolb. Temuan ini menegaskan peran pendidikan nonformal sebagai ruang pembelajaran profesional berkelanjutan dan pembentukan kompetensi profesional tutor bahasa asing.

Kata Kunci: praktik mengajar, ruang epistemik, kompetensi profesional, tutor bahasa Prancis, pendidikan nonformal

Teaching Practice: An Epistemic Space for Strengthening the Professional Competence of French Language Tutors

Abstract

This study examines teaching practice as an epistemic space for strengthening the professional competencies of French language tutors in non-formal education. Using a qualitative case study approach at the LAB Bahasa Prancis Course Institution in Pekalongan Regency, data were collected through interviews, observations, and document analysis. The findings indicate that teaching practice enables tutors to develop professional knowledge through experience, reflection, conceptualization, and pedagogical experimentation. Reflective, adaptive, communicative, digital, and intercultural competencies are fostered through direct engagement in flexible non-formal learning environments. The process of competency development occurs cyclically in accordance with Kolb’s experiential learning framework. These findings highlight the role of non-formal education as a space for continuous professional learning and the formation of the professional identity of foreign language tutors.

Keywords: teaching practice, epistemic space, professional competence, French language tutors, non-formal education