AbstractThis qualitative study investigates pre-service English Foreign Language (EFL) teacher education in Surakarta, Indonesia. Current literature suggests that producing quality Indonesian EFL teachers is challenging. Transnational agencies and policies have documented Indonesia’s low quality education outcomes and have noted evidence of poor EFL teacher competence. Global, national and local institutional level texts include many messages about developing quality education and quality teachers. However, the experiences of pre-service EFL teachers during practice based components of their course are not always consistent with the messages mandated in policy texts. To address this disjunct between policy texts and practice this study examined data from over 20 policy texts across global, national and local institutional levels, 10 group interviews, 34 individual interviews and analysis of several electronic sources, such as blogs and newspapers.
Several key findings emerged as a result of a content analysis informed by critical ethnographic methods of inquiry.
• Neoliberal ideas through quality discourse have emerged in the global, national and local institutional texts and influenced the formation of quality EFL teachers
• The identified subjective and objective dimensions of quality education and quality teachers indicate both agreement and disagreement across policy texts that support and challenge quality education and specifically EFL quality teaching
• The differences between and among policies and practice indicate that two research sites still face challenges in achieving globally competitive education outcomes as mandated in global policies.
These findings reveal the influence of neoliberal ideas in education systems in general and specifically in English language teaching and the implications for pre-service programs that prepare quality EFL teachers for a globalising world. The flows of ideas about quality are not mutually exclusive. They reinforce and also destabilise messages about the formation of quality teachers. The findings indicate four issues need to be addressed: First, pre-service EFL teacher programs need to generate greater awareness of the global dynamics shaping the formation of education systems and education practice; Second, quality teacher formation includes discussion of the role of subjective and objective dimensions in quality provision; Third, discussion of quality needs to understand the degree to which school infrastructure facilitates and hampers pedagogical implementation; and finally, further investigation is required about the effectiveness of time invested in the practicum.
|Date of Award||Jul 2017|
|Supervisor||Sue Shore (Supervisor)|