摘要：The purpose of this study is to explore further the quality of the basic teaching skills ofteachers and the usefulness of students' cognitive apprenticeship abilities that are partof a teacher's basic teaching skills. The teacher is a profession. When someone choosesto undergo the teaching profession, he will go through a process of self-discovery bycontinuing to associate three things, namely oneself, students, and the field of knowledgeor skills possessed. Professional teachers are teachers who are able to carry outtheir duties properly. For example, the teacher's teaching task is to implement teachingskills to smooth the learning process effectively and efficiently. One effort to improvebasic teaching skills of teachers is to begin to grow the cognitive apprenticeship abilityto grow in potential teachers or teachers. The cognitive apprenticeship ability is theteacher's ability to conduct guided participation (apprenticeship) which is very intensive inthe classroom. Through apprenticeship, students who are subject to learning will learn notonly how to do a task, but also how to "think about that task". This study uses a literaturereview research method that describes theories, findings, and other research materialsobtained from reference materials to serve as a basis for research activities to develop aframework for cognitive apprenticeship and basic teaching skills of teachers. The resultsobtained are that the basic teaching skills of teachers still need to be improved. So weneed a breakthrough to help improve the basic skills of teaching teachers, one of whichis by applying cognitive apprenticeship skills in the teaching skills of prospective teacherstudents starting from habituation in lectures.
