Despite English having been a compulsory subject in the Indonesian education system for decades, Indonesian students’ English ability and proficiency have not shown expected positive results in national and international assessments. Several factors influence student achievement in the subject but one of the most determinant factors is teacher quality. In the Indonesian English language teaching (ELT) context, many teachers lack English language proficiency and teaching competencies despite completing a Pre-service English Teacher Education (heretofore to be referred to as PETE) programme and obtaining full-service teacher status. The purpose of the present research is to explore practices of PETE programmes in preparing candidates for an ELT career at two HE Institutions in Indonesia, representative of the dual, secular and religious nature of the Indonesian education system. The focus on PETE programme practices at each university offers an opportunity to explore distinctive information about policies and strategies that the programmes employ in preparing candidates for their teaching careers. The PETE programme at the secular HE institute introduces more pedagogic knowledge and English related modules than the corresponding programme at the religious HE institution. The secular PETE programme is also more inclusive in accommodating the different religious backgrounds of candidates by designating Indonesia’s six official religions as compulsory modules. In contrast, the PETE programme at the religious institute only introduces Islam and elaborates on Islamic teaching into several compulsory modules. The different policies between the respective programmes impact on their strategies and practices in introducing pedagogic knowledge as well as time allocation of the teaching practicum component in the programme. This qualitative study sits within the interpretivist research paradigm and adopts a case study research methodology to highlight PETE programme practices in two main areas, i.e., teaching and learning within the programmes at university, and school experience programme (SEP) activities at partner schools. In the university setting, candidates study pedagogical theories and experience the microteaching practicum, whereas in the SEP practicum candidates employ what they have learned and v acquired from the programmes taught in a real classroom. Documentary analysis and interviews were implemented as the study’s data collection methods. A total of 36 participants, including educators, mentors, and candidates, were interviewed. Thematic analysis was used to analyse all data collected. To gain a deeper and comprehensive understanding of PETE programme practices, the theoretical framework, including the concepts of culture, structure, and agency (CSA), was used as the lens to identify influential factors related to the programmes that impact on quality. The study findings revealed that PETE programme practices were greatly influenced by culture i.e., Indonesian national and organisational values. These influences determined the programmes’ design, SEP activities, and the professional development opportunities available to educators and mentors. Structural issues such as hierarchical systems, strong authority, and power relations affected interactions between and among educators, candidates, and staff of the PETE programmes and the PETE partner schools. For example, seniority was a critical factor determining the roles and contributions of educators, mentors, and candidates. Consequently, junior educators lacked personal agency and motivation. PETE programme educators perceived, and were perceived by others, to hold a higher status than their school partners and school mentors. This situation was expressed by mentors when reflecting on the minimal support and contributions of PETE programmes and educators during candidates’ SEP activities that was accepted without question. A similar hierarchical system, based on strong authority and seniority, was also evident in mentors when working with candidates which resulted in candidates losing the potential for any sense of personal agency during their SEP activities. A lack of evaluation of SEP activities involving mentors and school partners, and a lack of communication between PETE programmes and schools, prevented mentors from providing maximum support to enhance the SEP, thereby compromising the candidates’ opportunity to learn from the SEP activity. As a result, the PETE programmes introduced almost no changes or innovations to school partners or vi mentors that might enhance the quality of SEP activities. Activities were the mere repetition of preceding ones. This study strives to provide new and different insights into PETE programmes, especially in the Indonesian dual higher education system concerning the practices, policies and strategies in determining what to include in the programmes. For instance, who is involved in the decision making, and how the programmes equip candidates with subject knowledge, teaching knowledge, and teaching skills before becoming qualified teachers. The insights could contribute to developing better PETE programme practices at higher education institutions under the remit of the two different ministries that oversee PETE programmes. Obsolete or dated perspectives about PETE programme outcomes can be changed with a new outlook that all candidates despite different PETE programmes status should meet all standards for the qualification to teach the subject of English in Indonesian schools. Perhaps most importantly, upholding of accountability and monitoring measures are crucial if all stakeholders are to be held to account and quality of programmes improved. The findings of this study suggest that teachers’ low language proficiency and inadequate subject knowledge and teaching skills are the consequence of existing PETE programme practices. The conclusions and recommendations bear relevance for those tasked with enhancing quality of PETE programmes, in initial teacher education institutions and schools as well as policy makers.
| Date of Award | Apr 2024 |
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| Original language | English |
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| Awarding Institution | |
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| Supervisor | Deanne Clouder (Supervisor), Dimitar Angelov (Supervisor) & Megan Crawford (Supervisor) |
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