Implementing Indonesia's English Language Teaching Policy in Primary Schools: The Role of Teachers' Knowledge and Beliefs

Autor/in	Hawanti, Santhy
Titel	Implementing Indonesia's English Language Teaching Policy in Primary Schools: The Role of Teachers' Knowledge and Beliefs
Quelle	In: International Journal of Pedagogies and Learning, 9 (2014) 2, S.162-170 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-4105
DOI	10.1080/18334105.2014.11082029
Schlagwörter	Foreign Countries; Second Language Instruction; English (Second Language); Language Planning; Program Implementation; Primary Education; Teacher Attitudes; Knowledge Level; Beliefs; Educational Policy; Elementary School Teachers; Pedagogical Content Knowledge; Decision Making; Curriculum; Textbooks; Educational Practices; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachwechsel; Primarbereich; Lehrerverhalten; Wissensbasis; Belief; Glaube; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Decision-making; Entscheidungsfindung; Curricula; Lehrplan; Rahmenplan; Textbook; Text book; Schulbuch; Lehrbuch; Bildungspraxis; Indonesien
Abstract	Many studies have been conducted to investigate teachers' knowledge and beliefs and they confirmed that knowledge and beliefs are an influential factor in teachers' decision making in the classroom. However, little research has been undertaken to investigate how teachers' knowledge and beliefs in influence the implementation of language policy. This study aims at investigating primary school teachers' knowledge and beliefs about the English program in primary schools in Indonesia, focusing on their pedagogical knowledge and how it influences the way they teach English when English is positioned as a local content subject in the curriculum The study reveals that in the absence of official curriculum teachers are required to draw on their existing knowledge and beliefs but the existing knowledge and beliefs of teachers in Indonesia are often not well developed. With no curriculum to guide their teaching, teachers' rely on textbooks. They consider that the textbook can be regarded as a substitute for a curriculum because the textbook contains information about the themes, the objectives of teaching, materials, and exercises. That is, textbooks have many of the features that teachers said were important in curriculum as guides for teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01