Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations
Abstract
This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions.
The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components, the fact that teacher educators have no expertise in EYL (English for Young Learners), and the lack of provision of English and other knowledge relevant to English in PGSD (Primary School Teacher Education). The third major finding reveals in-service education has not been adequate to prepare teachers to teach English at primary level due to a limited number of quality teacher educators; poor management in terms of planning, evaluation, and transparency in participant selection; impractical orientation; as well as discrimination against teachers with non-civil servant status.
The fourth major finding highlights a shift towards the constructivist paradigm in language teacher education that has placed a greater role on student teachers to be responsible with their own professional development. This is apparent in the incorporation of technologies, the employment of innovative teacher education that flexibly combines learning-teaching options to generate critical discussion and empower reflection, and the creation of opportunities for student teachers to exercise their pedagogical practices and acclimatize to teaching environment.
The study argues that various policy reforms that are intended to prepare teachers with the demands of their vocation are groundless without specific policy measures. At pre-service level, the policy measures include the establishment of Concentration on EYL (English for Young Learners), Certification in EYL, and the provision of English skills for prospective primary school teachers in PGSD. At in-service level, policy directives also ought to specify the flourishing role of teachers groups (Kelompok Kerja Guru/KKG) to help sustain the professional development of teachers at the local level. A bottom up approach in teacher education policymaking has been suggested as necessary and culminates in the proposal to establish the Consortium in Primary School English Teaching.