Improving English as a foreign language teacher education in Indonesia: the case of Jambi University
Creators: name: Sulistiyo, Urip
Publisher: name: RMIT University
Year: 2024

description: This study is an investigation of an English teacher education program at a state-owned university in Indonesia. The aim of this study was to gather information about this teacher education program in order to improve the program. Information was gathered from recent teacher graduates’ and beginner teachers’ perceptions of their experiences as pre-service teachers in the English as a foreign language teacher education program (EFLTEP) of Jambi University. Information was also gathered from school principals’ and teacher educators’ perceptions of EFLTEP graduate as beginner teachers.<br><br>This study employed both qualitative and quantitative methods. Document analysis, a survey and interviews were used for data collection. Document analysis was used to explore the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. A survey was conducted to establish how the English teacher education graduates felt about their preparation to teach. Semi-structured interviews were used to expand the survey responses from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach.<br><br>The survey findings indicated that both the beginner teachers and new graduates felt prepared in their English language and language teaching skills. Teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels.<br><br>The other data revealed program areas in need of improvement to provide optimal support to student teachers. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum requires attention to maximise benefits to student teachers.<br><br>School principals did not always perceive the language teaching skills and language knowledge of new teachers to be adequate for entering the teaching profession. Thus, program resourcing and teacher educator capacities to deliver the program need improvement. In addition, new English language teacher education policy and reform of the teacher education program at Jambi University is recommended to improve the quality of program delivery and its outcomes.<br><br>This study makes recommendations to improve the quality of this program. In particular, program curriculum reform for developing language knowledge and language teaching skills was required. In addition, improving the program’s teaching practicum, teacher educator professional development, and teaching and learning resources are crucial to the program’s quality.<br>