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Abstract

Many English teachers today are non-native speakers of English graduating from Pre-service English Teacher Education (PETE) programs in English as a Foreign Language (EFL) context. They undertake their teaching career in a strategic but challenging linguistic and educational situation. This paper reports findings from such a situation based on a qualitative case study of a PETE program at an Indonesian university that aimed to explore the nature of curriculum provision in preparation to develop pre-service teachers’ English proficiency and pedagogy. Data were collected from pre-service teachers, teacher educators, and program administrator using interviews, focus groups, and classroom observations. Results of data analyses revealed a nature of curriculum provision that is inadequately supportive in preparing pre-service teachers’ English proficiency and pedagogy. It is represented in three emerging themes: inadequacy of English proficiency in learning to teach English, lack of balance between theory and practice, and inadequate facilitation for contextual and integrated learning experience.

Keywords

Pre-service Teachers, English Proficiency, Pedagogy, Teacher Education Program, Qualitative

Author Bio(s)

Abdul Hadi is a senior lecturer of English education in the Faculty of Education and Teacher Training, Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia. Correspondence regarding this article can be addressed directly to: abdul.hadi@uin-suska.ac.id.

Acknowledgements

Data for this article were part of the larger data set gathered for my doctoral study at the University of Sydney from 2009 to 2014. The doctoral study was sponsored by the Australian Government through the Australian Development Scholarship. I wrote the initial draft of this article during my appointment as an Honorary Visiting Scholar at the University of Technology Sydney in 2018. The program was sponsored by Direktorat Pendidikan Tinggi Keagamaan Islam of the Indonesian Ministry of Religious Affairs. Revision of the article was completed during my Fulbright Visiting Scholar program at the University of Michigan in 2019. Opinions or views contained within this article are solely of my own and do not represent the policies or official position of any of the institutions mentioned above.

Publication Date

8-18-2019

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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