https://rumahjurnal.iiq-jakendari.ac.id/istiqsha/issue/feed 2026-09-27T03:46:53+00:00 Sitti Nurfaidah nurfaidah@iiq-jakendari.ac.id Open Journal Systems <p style="text-align: justify;"><strong>Istiqsha: Adnin Journal of Integrative Islamic Inquiry</strong> is a peer-reviewed academic publication managed by the Center for Research and Community Service (LP2M), Institut Ilmu Al-Qur’an Jannatu Adnin Kendari, Indonesia. The term 'Istiqsha' (Arabic: استقصاء) means thorough investigation or deep inquiry, reflecting the journal’s mission to promote rigorous, reflective, and integrative Islamic research that harmonizes revelation (wahyu) and reason (‘aql). Rooted in the Qur’anic tradition of inquiry and understanding, Istiqsha provides a platform for scholars and researchers to explore how Islamic perspectives can illuminate modern academic and societal challenges. The journal welcomes scholarly works written in English or Bahasa Indonesia, covering various disciplines through an Islamic epistemological lens.</p> https://rumahjurnal.iiq-jakendari.ac.id/istiqsha/article/view/42 2026-09-27T03:46:53+00:00 Riski riski@iiq-jakendari.ac.id

<p>Teaching internships place pre-service teachers (PSTs) within school environments shaped by authority, institutional rules, professional expectations, and interpersonal relationships. However, limited research has examined how EFL PSTs negotiate these political relations during teaching internships, particularly in the Indonesian context. This study explores the political geographies of EFL PSTs during a teaching internship at schools in Kendari, Southeast Sulawesi, focusing on how they experienced and negotiated power, authority, expectations, and professional agency. A qualitative case study was conducted with five EFL PSTs from a state Islamic university in Southeast Sulawesi who completed a one-month teaching internship in different schools. Data were collected through reflective journals, observations, semi-structured interviews, and focus group discussions and analyzed thematically. The findings show that PSTs encountered varying forms of authority and institutional expectations that shaped their pedagogical decisions, responsibilities, relationships with supervisors and mentor teachers, and sense of professional autonomy. They negotiated these conditions through adaptation, communication, compliance, reflection, and selective assertion of their teaching preferences. The study contributes to understanding teaching internships as political spaces in which PSTs continuously negotiate power and professional positioning. The findings highlight the need for stronger university-school collaboration and dialogic supervision to support PST agency and professional development.</p>

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