Résumé
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.
| Langue d'origine | English |
|---|---|
| Pages (de-à) | 205-223 |
| Nombre de pages | 19 |
| Journal | Journal of Education for Teaching |
| Volume | 42 |
| Numéro de publication | 2 |
| DOI | |
| Statut de publication | Published - mars 14 2016 |
| Publié à l'externe | Oui |
Note bibliographique
Funding Information:The author would like to express his gratitude to University of Canberra College that provided funding for the study. He appreciates the teachers, teacher educators, school principals and educational administrators who participated in this study. He also extends his gratitude to Professor Peter Gilroy (JET Editor) and four anonymous reviewers for their constructive feedback to the earlier versions of this paper.
Publisher Copyright:
© 2016 Taylor & Francis.
ASJC Scopus Subject Areas
- Education