References
- Asriyanti, E., et al., 2013. The competence of primary school English teachers in Indonesia. Journal of Education and Practice, 4 (11), 139–146.
- Barlow, A.T., et al., 2014. Modeling instruction: the impact of professional development on instructional practices. Science Educator, 23 (1), 14–26.
- Birks, M. and Mills, J., 2011. Grounded theory: a practical guide. London: Sage Publications.
- Bryman, A., 2008. Social research methods. 3rd ed. Oxford: Oxford University Press.
- Butler, Y.G., 2004. What level of English proficiency do primary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38 (2), 245–278. doi:10.2307/3588380.
- Butler, Y.G., 2005. Comparative perspectives towards communicative activities among elementary school teachers in South Korea. Japan and Taiwan. Language Teaching Research, 9 (4), 423–446. doi:10.1191/1362168805lr176oa.
- Butler, Y.G., 2015. English language education among young learners in East Asia: a review of current research (2004–2014). Language Teaching, 48, 303–342. doi:10.1017/S0261444815000105.
- Cahyono, B. Y., 2006. The continuous improvement learning program for English teachers: A case study of a local government policy. Paper presented at the 54th International TEFLIN Conference, Salatiga, 4-6 December 2006.
- Cameron, L., 2003. Challenges for ELT from the expansion in teaching children. ELT Journal, 57 (2), 105–112.10.1093/elt/57.2.105
- Carless, D., 2002. Implementing task-based learning with young learners. ELT Journal, 56 (4), 389–396. doi:10.1093/elt/56.4.389.
- Chen, C.W.-Y. and Cheng, Y.-S., 2010. A case study on foreign English teachers’ challenges in Taiwan elementary schools. System, 38, 41–49. doi:10.1016/j.system.2009.12.004.
- Chien, C.-W., 2014. Pre-Service elementary school English teachers’ learning and reflection through simulated teaching practice and oral interviews. Reflective Practice: International and Multidisciplinary Perspectives, 15 (6), 821–835. doi:10.1080/14623943.2014.944139.
- 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.
- Chou, C-H., 2008. Exploring elementary English teachers’ practical knowledge: A case study of EFL teachers in Taiwan. Asia Pacific Education Review, 9 (4), 529–541.
- Cochran-Smith, M., 2009. “Re-Culturing” teacher education: Inquiry, evidence, and action. Journal of Teacher Education, 60 (5), 458–468. doi:10.1177/0022487109347206.
- Cochran-Smith, M. and Lytle, S.L., 1999. Relationships of knowledge and practice: teacher learning in communities. Review of Research in Education, 24, 249–305.
- Copland, F. and Garton, S., 2014. Key themes and future directions in teaching English to young learners: introduction to the Special Issue. ELT Journal, 68(3), 223–230. doi:10.1093/elt/ccu030
- Copland, F., Garton, S. and Burns, A., 2014. Challenges in teaching english to young learners: global perspectives and local realities. TESOL Quarterly, 48 (4), 738–762. doi:10.1002/tesq.148.
- Darling-Hammond, L., 2010. Teacher Education and the American Future. Journal of Teacher Education, 61 (1–2), 35–47.
- Daniel, S. and Peercy, M.M., 2014. Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners. Action in Teacher Education, 36 (2), 100–116. doi:10.1080/01626620.2013.864575.
- DelliCarpini, M., 2009. Enhancing cooperative learning in TESOL teacher education. ELT Journal, 63 (1), 42–50. doi:10.1093/elt/ccn016.
- Dey, I., 2004. Grounded theory. In: C. Seale, G. Gobo, J.F. Gubrium and D. Silverman, eds. Qualitative research practice. London: Sage, 80–93.
- Emery, H., 2012. A global study of primary English teachers’ qualifications, training and career development. ELT Research Papers 12-08. London: British Council.
- Enever, J., 2014. Primary English teacher education in Europe. ELT Journal, 68 (3), 231–242. doi:10.1093/elt/cct079.
- Eun, B. and Heining-Boynton, A.L., 2007. Impact of an English-as-a-Second-language professional development programme. The Journal of Educational Research, 101 (1), 36–49. doi:10.3200/JOER.101.1.36-49.
- Farrell, T.S.C., 2012. Novice-service language teacher development: bridging the gap between pre-service and in-service education and development. TESOL Quarterly, 46 (3), 435–449. doi:10.1002/tesq.36.
- Garet, M.S., et al., 2001. What makes professional development effective? results from a national sample of teachers. American Educational Research Journal, 38 (4), 915–945. doi:10.3102/00028312038004915.
- Garton, S., Copland, F., and Burns, A., 2011. Investigating global practices in teaching english to young learners. ELT research papers 11-01. London: British Council.
- Gatbonton, E., 2008. Looking beyond teachers’ classroom behaviour: novice and experienced teachers’ pedagogical knowledge. Language Teaching Research, 12 (2), 161–182. doi:10.1177/1362168807086286.
- Goodwin, A.L. and Kosnik, C., 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. doi:10.1080/13664530.2013.813766.
- Hamid, M.O., 2010. Globalisation, english for everyone and english teacher capacity: language policy discourses and realities in bangladesh. Current Issues in Language Planning, 11 (4), 289–310. doi:10.1080/14664208.2011.532621.
- Hamid, M.O. and Honan, E., 2012. Communicative English in the primary classroom: Implications for English-in-education policy and practice in Bangladesh. Language, Culture and Curriculum, 25 (2), 139–156. doi:10.1080/07908318.2012.678854
- He, Y. and Levin, B.B., 2008. Match or mismatch? How congruent are the beliefs of teacher candidates, cooperating teachers, and university-based teacher educators? Teacher Education Quarterly, 35 (4), 37–55.
- He, Y., Prater, K. and Steed, T., 2011. Moving beyond ‘just good teaching’: ESL professional development for all teachers. Professional Development in Education, 37 (1), 7–18. doi:10.1080/19415250903467199.
- Kabilan, M.K. and Veratharaju, K., 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.
- Kennedy, A. and McKay, J., 2011. Beyond induction: the continuing professional development needs of early‐career teachers in Scotland. Professional Development in Education, 37 (4), 551–569. doi:10.1080/19415257.2010.533598.
- 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.
- King, N. and Horrocks, C., 2010. Interviews in qualitative research. London: SAGE Publication.
- Le, V. C., and Do, T. M. C., 2012. Teacher preparation for primary school English education: a case of vietnam. In: B. Spolsky and Y-I. Moon, eds. Primary school English-language education in Asia: From policy to practice. New York, NY: Routledge, 106–121.
- Maulana, R., et al., 2011. Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31 (1), 33–49. doi:10.1080/02188791.2011.544061.
- Nunan, D. and Lamb, C., 1996. The self-directed teacher: managing the learning process. Cambridge: CUP.
- Oxford, R.L., 1990. Language learning strategies: what every teacher should know. Oxford: Oxford University Press.
- Penuel, W.R., et al., 2007. What makes professional development effective? strategies that foster curriculum implementation. American Educational Research Journal, 44 (4), 921–958. doi:10.3102/0002831207308221.
- Qian, X., Tian, G. and Wang, Q., 2009. Codeswitching in the primary EFL classroom in China: two case studies. System, 37, 719–730. doi:10.1016/j.system.2009.09.015.
- 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.
- Suyanto, K.K.E., 2010. Teaching english as foreign language to young learners. Jakarta: State University of Malang.
- Wang, Q., 2002. Primary school english teaching in China – New developments. English Language Teacher Education and Development, 7, 99–108.
- Warren, S.R., et al., 2010. Preparing teachers to support english language learners. TESOL Journal, 1 (3), 291–314. doi:10.5054/tj.2010.226826.
- Wichadee, S., 2012. Factors related to professional development of english language university teachers in Thailand. Journal of Education for Teaching: International research and pedagogy, 38 (5), 615–627. doi:10.1080/02607476.2013.739795.
- Zein, M.S., 2011. One size does not fit all: Unravelling the needs of English teachers in primary schools in Indonesia. Paper presented at the International Conference of Language, Linguistics, and Literature, Dubai, United Arab Emirates, 28–30 December.
- Zein, M.S., 2012. Language Teacher Education for Primary School English Teachers in Indonesia: Policy recommendations. Unpublished thesis (PhD). The Australian National University, Canberra.
- Zein, M.S., 2014. Pre-service education for primary school English teachers in Indonesia: Policy implications. Asia Pacific Journal of Education, doi:10.1080/02188791.2014.961899
- Zein, M.S., 2015. Factors affecting the professional development of elementary English teachers. Professional Development in Education, doi:10.1080/19415257.2015.1005243
- Zhao, B., 2009. Corrective feedback and learner uptake in primary school EFL classrooms in China. The Journal of Asia TEFL, 6 (3), 45–72.