Examining an English as a Foreign Language Teacher Education Program (EFLTEP)’s Curriculum: A Case Study in an Indonesian University
APA 7th edition
Sulistiyo, U., Wiryotinoyo, M., & Wulan, R. (2019). Examining An English As A Foreign Language Teacher Education Program (EFLTEP)’s Curriculum: A Case Study In An Indonesian University. European Journal of Educational Research, 8(4), 1323-1333. https://doi.org/10.12973/eu-jer.8.4.1323
Sulistiyo U., Wiryotinoyo M., and Wulan R. 2019 'Examining An English As A Foreign Language Teacher Education Program (EFLTEP)’s Curriculum: A Case Study In An Indonesian University', European Journal of Educational Research, 8(4), pp. 1323-1333.
Chicago 16th edition
Sulistiyo Urip, Wiryotinoyo Mujiyono, and Wulan Retno. "Examining An English As A Foreign Language Teacher Education Program (EFLTEP)’s Curriculum: A Case Study In An Indonesian University," European Journal of Educational Research 8, no. 4 (2019): 1323-1333. https://doi.org/10.12973/eu-jer.8.4.1323
This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)‘s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogical-related courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers’ needs to better prepare them with knowledge and skills for their teaching career in the future.
Keywords: Curriculum, EFL teacher education, pedagogical content knowledge.
Cam Tosun, F., & Simsek, M. (2018). Candidate teacher education program confusion in Turkey. European Journal of Educational Research, 7(2), 407-419.
Celik, S. (2011). Characteristics and competencies for teacher educators: Addressing the need for improved professional standards in Turkey. Australian Journal of Teacher Education, 36(4), 73-87.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New York, NY: Routledge.
Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42.
Day, R. R., & Conklin, G. (1992, March). The knowledge base in ESL/EFL teacher education. Paper presented at the TESOL conference, Vancouver, Canada.
Faez, F. (2011). Points of departure: Developing the knowledge base of ESL and FSL teachers for K-12 programs in Canada. The Canadian Journal of Applied Linguistics, 14(1), 48–82.
Filiz, B., & Durnali, M. (2019). The views of pre-service teachers at an internship high school on pedagogical formation program in Turkey. European Journal of Educational Research, 8(2), 395-407. doi:10.12973/eu-jer.8.2.395.
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. New York, NY: McGraw-Hill.
Kadioglu Ates, H., & Kadioglu, S. (2018). Identifying the qualities of an ideal teacher in line with the opinions of teacher candidates. European Journal of Educational Research, 7(1), 103-111.
Komur, S. (2010). Teaching knowledge and teacher competencies: A case study of Turkish pre-service English teachers. Teaching Education, 21(3), 279–296.
Martinez Agudo, J. (2017). What EFL student teachers think about their professional preparation: evaluation of an English language teacher education programme in Spain. Australian Journal of Teacher Education, 42(8), 62-76.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA Sage Publication.
Moradkhani, S., Akbari, R., Ghafar Samar, R., & Kiany, G. R. (2013). English language teacher educators’ pedagogical knowledge base: The macro and micro categories. Australian Journal of Teacher Education, 38(10), 123-141
Moss, J., Godinho, S. C., & Chao, E. (2019). Enacting the Australian curriculum: Primary and secondary teachers’ approaches to integrating the curriculum. Australian Journal of Teacher Education, 44(3), 24-41.
Murphy, R. J., Gray, S. A., Straja, S. R., & Boget, M. C. (2004). Students’ learning preferences and teaching implications: Educational methodologies. Journal of Dental Education. 68(8), 859-866.
Nguyen, M. (2013). The curriculum for English language teacher education in Australian and Vietnamese universities. Australian Journal of Teacher Education, 38(11), 33-53.
Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101 – 122.
Salli-Copur, D. S. (2008). Teacher effectiveness in initial years of service: A case study on the graduates of METU language education program (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
Sanal, M., & Ozen, F. (2018). The quest for quality in teacher education in Turkey: The abrogation of teacher programs from secondary education. European Journal of Educational Research, 7(3), 539-554
Shamim, F. (2007). English as the language for development in Pakistan: Issues, challenge, and possible solutions. In H. Coleman (Ed.), Language and development: Africa and beyond (pp. 97–118). Addis Ababa, Ethiopia: The British Council.
Shamim, F. (2011). Teaching large classes. In A. Burns & J.C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 95 – 102). Cambridge, England: Cambridge University Press.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Tadesse, T., & Melese, W. (2016). The prevailing practices and challenges of curriculum reform in Ethiopian higher education: Views and responses from within. Australian Journal of Teacher Education, 41(10), 87-106.
Tican, C., & Deniz, S. (2019). Pre-service teachers’ opinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181-197.
Van Manen, M. (1997). From meaning to method. Qualitative health research, 7(3), 345-369.
Wenger, E. (1998). Communities of Practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Yasar, M. (2019). It is not our fault; it is our professors’ fault! Pre-service teachers’ perspectives on their own experiences in teacher education classrooms. European Journal of Educational Research, 8(1), 141-156.
Yin, R. K. (2009). Case study research: Designs and Methods. Thousand Oaks, Ca: Sage Publications.