Government-based training agencies and the professional development of Indonesian English for Young Learners teachers: Perspectives from complexity theory

Subhan Zein

    Research output: Contribution to journalArticle

    Abstract

    This study was conducted to identify suggestions to improve PD programmes held by government-based training agencies to help enhance Indonesian EYL teachers’ instructional practice. For the purpose of the study, semi-structured interviews were conducted with 51 participants. The findings suggest the theorisation of a PD model that involves complex and dynamic interactions between actors including teacher educators, school principals, educational administrators and teachers’ groups. This paper argues for the need to separate the expertise and facilitative roles between PD actors as it relates to PD accountability in terms of design, development and implementation. The implications drawn from the study may inform teacher educators and policy-makers in countries facing a shortage of properly trained EYL teachers.
    Original languageEnglish
    Pages (from-to)205-223
    JournalJournal of Education for Teaching
    Volume42
    Issue number2
    DOIs
    Publication statusPublished - 2016

    Fingerprint

    Dive into the research topics of 'Government-based training agencies and the professional development of Indonesian English for Young Learners teachers: Perspectives from complexity theory'. Together they form a unique fingerprint.

    Cite this