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

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.

Keywords:

• Professional development (PD)
• elementary education
• English for Young Learners (EYL)
• government-based training agencies
• Indonesia

Acknowledgements

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.