Pre-service education for primary school English teachers in Indonesia: policy implications

Abstract

Although English is only an extra-curricular subject at primary level in Indonesia, expectations over the improved quality of the teachers are exceptionally high . This is the case in the past few years in which the low proficiency of primary English teachers and their lack of teaching competencies have repeatedly been pointed out as major constraints. Unfortunately, it remains unclear whether this problem is attributed to the delivery of pre-service education in preparing primary school English teachers. This paper gathered data from teachers, language teacher educators, primary school principals, members of educational boards, and educational consultants. The data were analysed using Grounded Theory in order to examine the adequacy of pre-service education in Indonesia to prepare primary school English teachers as well as factors that contribute to its efficacy or lack thereof. The findings of the study demonstrate the need for specific preparation for primary school English teachers as well as further training for teacher educators. This present study is highly relevant to Indonesia and other Asian countries where teacher efficacy is a major concern.

Preparing Elementary English Teachers: Innovations at Pre-service Level

“…While suggestions have been made to overhaul pre-service education in order to better prepare student teachers to teach English at elementary level (Zein, 2014), specific measures that indicate how this can be undertaken at pre-service level are yet to be seen. Directions for better preparation of graduates of teacher training colleges and English departments to teach English at elementary level remain obscure.…”

“…Zein (2014) argued that the pre-service streams overall fail to provide maximum support to prepare elementary teachers to deliver successful English instruction. The inadequacy of pre-service level education in preparing professional English teachers with good skills and knowledge to teach at elementary level largely contributes to this situation.…”

Pre-Service Young Learner English Teachers' Reflection through Simulated Teaching Practice

“…Those teachers are trained to teach in secondary level. Their ability in teaching pre-primary and primary level is largely unknown [6]. For the purpose of this study, pre-primary and primary level roughly from the age of 4 up to 12 years old, for kindergarten and elementary students.…”

“…English language proficiency knowledge, and knowledge and skills related to curriculum, syllabus, language testing and assessment, teaching methodology, teaching skills, and material development are acquired by teachers graduated from English Education Department [6]. Some colleges for teacher's training and education offer English for young learners in their curriculum, while some do not.…”

The Effect of Scaffolded Think-Group-Share Learning on Indonesian Elementary Schooler Satisfaction and Learning Achievement in English Classes

“…According to previous studies conducted in Indonesia, many English teachers in Indonesian elementary schools employed a rather monotonous lecture method and seldom varied their teaching methods (Dardiri, 1994;Hawanti, 2011;Mardika, 2008;Rachmajanti, 2008;Sugeng, 2000;Zein, 2012). Rachmajanti (2008) revealed that most students in the Indonesian elementary schools were unsatisfied with the teacher-centered instructional method adopted by many Indonesian English teachers and preferred to work in small groups with interactive learning activities.…”