Becoming EFL Teachers in Central Java: The Ambivalence Experienced by EFL Pre-Service Teachers  

Oleh:

Ratih, Koesoemo

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 345-354.
Topik: Quality education; EFL teachers; Globalization; and Ambivalence
Fulltext: hal 345.pdf (15.04MB)

Isi artikel

There are many challenges experienced by pre-service English Foreign Language (EFL) teachers in Indonesia due to globalization and corresponding shifts in educational experiences and understandings. This paper reports some of the findings from a research project that investigated how global, national and institutional education policies constitute EFL teaching and teacher’s experiences. The study focused on the policy and preservice teachers’ experiences in the context of teaching and learning English as a foreign language in Indonesian teacher education concerning Indonesian EFL teachers’ quality. The research project was carried out in teacher education settings in Central Java. Theoretically, this study was informed by the work of Arjun Appadurai in his representation of globalization and Bhabha’s concept of ambivalence. Qualitative approach is employed based on the data taken from interviews, policy documents and on line data. This paper argues that our understanding of EFL teachers’ professionalism is challenged both at present and in the future by their experiences of ambivalence and how their teacher education preparation responds to global demands. Discussion in this paper identifies examples of ambivalence that EFL pre-service teachers experience. Dimensions of “ambivalence” appear in several areas, namely: in their perceptions of the EFL teacher profession, limited learning resources, implementing teaching innovation and using English as a medium of instruction.

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