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31 May 2017

Accommodating English, Islam, and Secular Values: An Exploration of Pre-service English Teacher Education Curriculum in Islamic and Secular Public Universities in Indonesia

Abdul Hadi, 2015
University of Sydney


This study explores the interplay of English, Islam, and secular values in Pre-service English Teacher education (PETE) curriculum within the hybrid contexts of university education in Indonesia. It particularly investigates the significance of English, Islam, and secular values in the principles, content, and implementation of PETE curriculum
in an Islamic and a secular public university in Indonesia. Using a qualitative case study design, the study generated data at two case study PETE Programs in a central Sumatran province, Indonesia. Data were collected from preservice teachers, lecturers, and program administrators using interviews, focus group discussions, questionnaires, classroom observations, and documents. The data analyses were conducted recursively and reflectively so as to facilitate the construction of findings as subsequent pieces of data were reviewed.

Result of the data analyses showed that the principles underpinning PETE curriculum in both universities reflect relevance to current sociocultural approach to second language teacher education. However, there was an extent of incongruity between the content of the curriculum and the curriculum principles underpinning the selection and distribution of the curriculum content. Implementation of the PETE curriculum, both in the Islamic and secular public universities, was found to be the most remote in term of its congruence with current literature relevant to second language teacher education.

The study also revealed that there are commonalities and differences between PETE curriculum in the Islamic university and that of the secular university. However, the differences are not extreme from one end to the other, but rather are along the continuum of more Islamic/religious on one end and less Islamic/religious on the other.

The study’s findings provide insights for evaluation and innovation of curriculum for sustainable 21st century Pre-service English Teacher Education in Indonesia or other similar contexts.

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