Competence is usually associated with highly professional performance and there is a direct link in the field of education between a teacher's professional competence and students' performance. The present study explores teachers' competences in dealing with instructional constraints to develop a higher quality of learning. The participants were pre-service junior high school teachers. The analysis includes teachers' strategies in encountering the various constraints and problem faced by the teachers in conducting teaching and learning process. This study made use of a qualitative research design in which the data were analyzed analytically with deep argumentation and presented descriptively. Data were collected through direct observation and in-depth interviews with the selected junior high school teachers. The findings of the present study indicated that pre-service junior school teachers employed some strategies in dealing with the students' learning constraints which mainly modifying teaching strategies and motivating the students to learn more actively. This study suggests that teachers should continually develop their competence in dealing with various problems found in the classroom.

Recently online learning has been developed widely in Indonesia and most of the education institutions implemented online learning during the covid-19 pandemic. The purpose of online learning is to facilitate communication in the delivery of teaching materials in the field of education that is carried out remotely. It is generally intended for non-face-to-face teaching methods. This study was conducted to investigate the usefulness and the challenges encountered by the teachers in implementing online learning. This study made use of qualitative research design with descriptive analysis and to collect the data semi-structured interviews and online classroom observations were conducted to collect valid and reliable data. This study found that there was the usefulness of online learning which benefits students to improve their competence and also there were a number of challenges encountered by the teachers. Therefore, this study implies that teachers should acknowledge the challenges of online learning to create a better online learning activity.

The present study aims at investigating the competence level of prospective English teachers through interactive lesson study which involved supervisions of teachers, lecturers, and student teachers themselves. A Classroom Action Research in the form of interactive lesson study model was conducted in four steps, namely planning, practicing, observing, and reflecting. Moreover, the research was administered in two cycles. Some instruments used in data collection were rubric of teaching practice, character checklist, questionnaire, and participatory observation form. The effectivity of approach could be analyzed based on the average scores of 30 student teachers yielded randomly in each cycle, which gradually increased compared to their pre-tests after interactive lesson study has been applied. In the first cycle, the competence of student teachers started to improve with the total score of 1730 and an average score of 58 for the attitude aspect, the total score of 2169 and an average score of 72 for the knowledge aspect, and the total score of 2198 and an average score of 73 on the skill aspect. The achievement of the students' score in cycle 1 was 68 with the medium category. In the second cycle, changes in student learning attitudes began to show significant improvement: total score of 2390 on attitude aspect with a mean of 80, a total score of 2416 on knowledge aspect with a mean of 81, and a total score of 2457 on skill aspect with a mean of 83. Student score gained in cycle II was 82 with the high category. In a nutshell, the ability of the students on their learning attitudes, knowledge, and writing skills were specified as high category with cultural attitude.