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

References

• Asriyanti, E., A. Sikki, A. Rahman, A. Hamra, and N. Noni. 2013. “The Competence of Primary School English Teachers in Indonesia.” Journal of Education and Practice 4 (11): 139–146.
   Google Scholar
• Barlow, A. T., T. M. Frick, H. L. Barker, and A. J. Phelps. 2014. “Modeling Instruction: The Impact of Professional Development on Instructional Practices.” Science Educator 23 (1): 14–26.
   Google Scholar
• Birks, M., and J. Mills. 2011. Grounded Theory: A Practical Guide. London: Sage.
   Google Scholar
• Boije, H. 2010. Analysis in Qualitative Research. Los Angeles, CA: Sage.
   Google Scholar
• Bore, A., and N. Wright. 2009. “The Wicked and Complex in Education: Developing a Transdisciplinary Perspective for Policy Formulation, Implementation and Professional Practice.” Journal of Education for Teaching 35: 241–256.
   Google Scholar
• Cameron, L. 2003. “Challenges for ELT from the Expansion in Teaching Children.” ELT Journal 57 (2): 105–112.
   Google Scholar
• Cameron, S., J. Mulholland, and C. Branson. 2013. “Professional Learning in the Lives of Teachers: Towards a New Framework for Conceptualising Teacher Learning.” Asia-Pacific Journal of Teacher Education 41 (4): 377–397. doi:10.1080/1359866X.2013.838620.
   Web of Science ®Google Scholar
• Chazema, J., and J. O’Meara. 2011. “National and Local Sources of Power: Important Considerations for Teacher Education Reforms in Rural Malawi.” Journal of Education for Teaching: International Research and Pedagogy 37 (4): 471–481.
   Web of Science ®Google Scholar
• Chen, C. 2012. “Planning and Implementation of Elementary School English Education in Taiwan.” In Primary School English-language Education in Asia: From Policy to Practice, edited by, B. Spolsky and Y.-I. Moon, 129–144. New York: Routledge.
   Google Scholar
• Chodidjah, I. 2007. “Teacher Training for Low Proficiency Level Primary English Language Teachers: How It is Working in Indonesia.” In Primary Innovations: A Collection of Papers, edited by British Council, 87–94. Hanoi: British Council.
   Google Scholar
• Chodidjah, I. 2008. “Scrutinizing the Teaching of English in Primary Schools in East Asian Countries.” Paper presented at the ASIA TEFL International Conference 2008, Bali, 1–3 August 2008.
   Google Scholar
• Christians, C. G. 2005. “Ethics and Politics in Qualitative Research.” In The Sage Handbook of Qualitative Research, edited by N. K. Denzin and Y. S. Lincoln. 3rd ed., 139–164. Thousand Oaks, CA: Sage.
   Google Scholar
• Cirocki, A., S. Tennekoon, and A. P. Calvo. 2014. “Research and Reflective Practice in the ESL Classroom: Voices from Sri Lanka.” Australian Journal of Teacher Education 39 (4): 24–44.
   Google Scholar
• Cochran-Smith, M., and S. L. Lytle. 1999. “Relationships of Knowledge and Practice: Teacher Learning in Communities.” Review of Research in Education 24: 249–305.
   Web of Science ®Google Scholar
• Copland, F., S. Garton, and A. Burns. 2014. “Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities.” TESOL Quarterly 48 (4): 738–762.
   Web of Science ®Google Scholar
• Dadds, M. 2014. “Continuing Professional Development: Nurturing the Expert within.” Professional Development in Education 40 (1): 9–16. doi:10.1080/19415257.2013.871107.
   Google Scholar
• Darling-Hammond, L. 2010. “Teacher Education and the American Future.” Journal of Teacher Education 61 (1–2): 35–47.
   Web of Science ®Google Scholar
• Darling-Hammond, L., R. C. Wei, A. Andree, N. Richardson, and S. Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Oxford, OH: National Staff Development Council (NSDC).
   Google Scholar
• Davis, B., and D. J. Sumara. 2005. “Challenging Images of Knowing: Complexity Science and Educational Research.” International Journal of Qualitative Studies in Education 18 (3): 305–321. doi:10.1080/09518390500082293.
   Google Scholar
• Davis, B., and D. Sumara. 2006. Complexity and Education: Inquiries into Learning, Teaching, and Research. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Desimone, L. M., A. C. Porter, M. S. Garet, K. S. Yoon, and B. F. Birman. 2002. “Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study.” Educational Evaluation and Policy Analysis 24 (2): 81–112. doi:10.3102/01623737024002081.
   Web of Science ®Google Scholar
• Darling-Hammond, L., and N. Richardson. 2009. “Research Review/Teacher Learning: What Matters.” Educational Leadership 66: 46–53.
   Web of Science ®Google Scholar
• Dayoub, R., and A. Bashiruddin. 2012. “Exploring English-language Teachers’ Professional Development in Developing Countries: Cases from Syria and Pakistan.” Professional Development in Education 38 (4): 589–611.
   Google Scholar
• Elfers, A. M., and T. Strititikus. 2014. “How School and District Leaders Support Classroom Teachers’ Work with English Language Learners.” Education Administration Quarterly 50 (2): 305–344.
   Web of Science ®Google Scholar
• Emery, H. 2012. A Global Study of Primary English Teachers’ Qualifications, Training and Career Development. ELT Research Papers 12-08. London: British Council.
   Google Scholar
• Garton, S. 2014. “Unresolved Issues and New Challenges in Teaching English to Young Learners: The Case of South Korea.” Current Issues in Language Planning 15 (2): 201–219. doi:10.1080/14664208.2014.858657.
   Google Scholar
• Garton, S., F. Copland, and A. Burns. 2011. Investigating Global Practices in Teaching English to Young Learners. ELT Research Papers 11-01. London: British Council.
   Google Scholar
• Graham, J. 1996. “The Teacher Training Agency: Continuing Professional Development Policy and the Definition of Competences for Serving Teachers.” British Journal of In-Service Education 22 (2): 121–132. doi:10.1080/0305763960220202.
   Google Scholar
• Goodwin, A. L., and C. Kosnik. 2013. “Quality Teacher Educators = Quality Teachers? Conceptualizing Essential Domains of Knowledge for Those Who Teach Teachers.” Teacher Development: An International Journal of Teachers' Professional Development 17 (3): 334–346.
   Google Scholar
• Gunawan, M. H., and Suharno. 2008. “Indonesia Teachers’ Understanding of EYL Principles and Their Ability to Apply the Principles in Teaching Practices: A Qualitative Study at Elementary Schools in Bandung, Indonesia.” Paper presented at the 2008 Asia TEFL International Conference, Bali, Indonesia, 1–3 December 2008.
   Google Scholar
• Hawanti, S. 2014. “Implementing Indonesia’s English Language Teaching Policy in Primary Schools: The Role of Teachers’ Knowledge and Beliefs.” International Journal of Pedagogies and Learning 9 (2): 162–170.
   Google Scholar
• Harper, C. A., and E. J. de Jong. 2009. “English Language Teacher Expertise: ‘The Elephant in the Room’.” Language and Education 23 (2): 137–151. doi:10.1080/09500780802152788.
   Web of Science ®Google Scholar
• He, Y., K. Prater, and T. Steed. 2011. “Moving beyond ‘Just Good Teaching’: ESL Professional Development for All Teachers.” Professional Development in Education 37 (1): 7–18. doi:10.1080/19415250903467199.
   Google Scholar
• Johnson, K. E. 2009. Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge.
   Google Scholar
• Kabilan, M. K., and K. Veratharaju. 2013. “Professional Development Needs of Primary School English Language Teachers in Malaysia.” Professional Development in Education 39 (3): 330–351. doi:10.1080/19415257.2012.762418.
   Google Scholar
• King, F. 2014. “Evaluating the Impact of Teacher Professional Development: An Evidence-based Framework.” Professional Development in Education 40 (1): 89–111. doi:10.1080/19415257.2013.823099.
   Google Scholar
• Kuhn, L. 2008. “Complexity and Educational Research: A Critical Reflection.” Education Philosophy and Theory 40 (1): 177–189.
   Google Scholar
• Le, V. C., and T. M. C. Do. 2012. “Teacher Preparation for Primary School English Education: A Case of Vietnam.” In Primary School English-language Education in Asia: From Policy to Practice, edited by B. Spolsky and Y.-I. Moon, 106–121. New York: Routledge.
   Google Scholar
• Luke, A., and F. McArdle. 2009. “A Model for Research-based State Professional Development Policy.” Asia-Pacific Journal of Teacher Education 37 (3): 231–251. doi:10.1080/13598660903053611.
   Web of Science ®Google Scholar
• Marshall, C., and G. B. Rossman. 2010. Designing Qualitative Research. 5th ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Mitchell, J., D. Hayes, and M. Mills. 2010. “Crossing School and University Boundaries to Reshape Professional Learning and Research Practices.” Professional Development in Education 36 (3): 491–509. doi:10.1080/19415250903126050.
   Google Scholar
• Moran, A. 2008. “Challenges Surrounding Widening Participation and Fair Access to Initial Teacher Education.” Journal of Education for Teaching: International Research and Pedagogy 34 (1): 63–77. doi:10.1080/02607470701773481.
   Google Scholar
• Morrison, K. 2008. “Educational Philosophy and the Challenge of Complexity Theory.” Education Philosophy and Theory 40 (1): 19–34.
   Google Scholar
• Opfer, V., and D. Pedder. 2011. “Conceptualizing Teacher Professional Learning.” Review of Educational Research 81: 376–407. doi:10.3102/0034654311413609.
   Web of Science ®Google Scholar
• Rahman, A., G. Hoban, and W. Nielsen. 2014. “Transcending Teacher Professional Development: From Determinism to Complexity.” The Asian Conference on Education, Official Conference Proceedings, 15–30. Nagoya, Japan: The International Academic Forum.
   Google Scholar
• Richter, D., M. Kunter, U. Klusmann, O. Lüdtke, and J. Baumert. 2011. “Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities.” Teaching and Teacher Education 27 (1): 116–126. doi:10.1016/j.tate.2010.07.008.
   Web of Science ®Google Scholar
• Shin, S. J. 2008. “Preparing Non-native English Speaking ESL Teachers.” Teacher Development: An International Journal of Teachers’ Professional Development 12 (1): 57–65. doi:10.1080/13664530701827749.
   Google Scholar
• Supriatna. 2011. “Indonesia’s Issues and Challenges on Teacher Professional Development.” In Center for the Study of International Cooperation in Education (Ed.) Africa-Asia University Dialogue for Education Development: Actual Status on Issues of Teacher Professional Development, 29–42. Hiroshima: Center for the Study of International Cooperation in Education Hiroshima University.
   Google Scholar
• Suyanto, K. E., and I. Chodidjah. 2002. “The Teaching of English in Primary Schools: The Policy, Implementation, and Future Direction.” Paper presented at the 50th TEFLIN International Conference, Surabaya, 29–31 October, 2002.
   Google Scholar
• Teras, H. 2016. “Collaborative Online Professional Development for Teachers in Higher Education.” Professional Development in Education 42 (2): 258–275. doi:10.1080/19415257.2014.961094.
   Web of Science ®Google Scholar
• Wati, H. 2011. “The Effectiveness of Indonesian English Teachers Training Programmes in Improving Confidence and Motivation.” International Journal of Instruction 4 (1): 79–104.
   Google Scholar
• Wermke, W. 2011. “Continuing Professional Development in Context: Teachers’ Continuing Professional Development Culture in Germany and Sweden.” Professional Development in Education 37 (5): 665–683. doi:10.1080/19415257.2010.533573.
   Google Scholar
• Zein, M. S. 2015. “Factors Affecting the Professional Development of Elementary English Teachers.” Professional Development in Education. doi:10.1080/19415257.2015.1005243.
   Web of Science ®Google Scholar
• Zein, M. S. 2012. Language Teacher Education for Primary School English Teachers in Indonesia: Policy recommendations (Unpublished doctoral thesis, PhD in Linguistics). Canberra: The Australian National University.
   Google Scholar