Lost in Translation from Campus to Classroom: Navigating Pedagogical and Technological Divides in Islamic Teacher Education

Abstract

The gap between academic theory and school realities can trigger "reality shock" among novice teachers. This situation indicates that the competencies acquired during teacher training do not fully align with the practical demands of the school environment. This study aims to investigate the root causes of competence dissonance among pre-service teachers using a multi-perspective approach. A qualitative method with an exploratory survey design was employed, involving 842 pre-service teachers. Data were collected via open-ended questionnaires exploring experiences, perceptions, pedagogical readiness, digital competence, and the disparity between university-based learning and school-based demands. The data were analyzed thematically by identifying and interpreting themes in participants' responses. The study yielded three key findings: pedagogical paralysis regarding classroom management and socio-legal aspects; an illusion of digital readiness concerning the application of Technological Pedagogical Content Knowledge (TPACK) in low-infrastructure areas; and structural dissonance resulting from differing paradigms between schools and universities. The study concludes that novice teachers' difficulties stem more from systemic misalignment than from a lack of individual competence. Consequently, teacher education programs need to strengthen practical experience, classroom management training, socio-legal preparedness, and adaptive digital competence. Partnerships between universities and schools must also be reinforced to ensure that teacher education curricula better align with real-world needs in the field.