UNESA Teaching Practitioner Program Strengthens Students’ Skills in Academic Writing
The Teaching Practitioner program at Universitas Negeri Surabaya (UNESA) continues to serve as an innovative learning initiative that connects academic theory with professional practice. As part of the Early Childhood Education program, this session focused on Academic Writing, an essential competency for future educators and education professionals.
The program featured Khuliyatul Nusroh, an Early Childhood Education principal at TK Agripina, as the invited teaching practitioner. With her extensive experience in educational leadership and academic practice, she shared valuable insights into the importance of scientific writing for educators, particularly in documenting classroom practices, conducting research, and contributing to educational development.
During the session, Khuliyatul Nusroh emphasized that academic writing is not only relevant for researchers, but also crucial for early childhood educators and school leaders. She explained fundamental aspects of scientific writing, including identifying research problems, structuring academic papers, using appropriate references, and maintaining academic integrity. These skills are essential for supporting reflective practice and evidence-based decision-making in education.
The Teaching Practitioner activity was conducted through interactive discussions and group-based mentoring. Students actively participated by drafting ideas, discussing research topics related to early childhood education, and receiving direct feedback based on real experiences from the field. This approach enabled students to better understand the practical application of academic writing within educational settings.
Through the implementation of the Teaching Practitioner program, Universitas Negeri Surabaya reaffirms its commitment to providing contextual, practice-oriented learning experiences. Collaboration between the university and education practitioners is expected to enhance students’ academic competence, professional readiness, and ability to contribute meaningfully to the advancement of early childhood education.
