Curriculum of EFL Teacher Education and Indonesian Qualification Framework: A Blip of the Future Direction
Keywords:
Indonesian Qualification Framework, 21st Century Learning, SLA Social Contexts, and English Language Teacher Education
Abstract
Indonesian Qualification Framework (IQF) is a description of qualification levels for all Indonesian learning outcomes or certificate statements in Indonesian schooling from year 9 to higher education. The IQF holds a legal endorsement in the form of Presidential Decree no. 8/2012. This IQF will specify equivalencies between Indonesian and foreign qualifications, thus improving Indonesia’s international competitiveness and making the country more open to global trade. As a consequence, the structures of curriculum in all Indonesian educations should base on this document. Defined as the expanding circle countries in Kachru’s concentric circles, Indonesia needs English language teacher education with appropriate structures of curriculum relevant to the global world and 21st century learning. This article intends to describe the IQF, the 21st Century learning, and the upcoming structure of the EL Teacher education Curriculum in Indonesia. More specifically, this article aims at analyzing: 1) how Indonesian Teachers should develop their curriculum according to the IQF descriptors; 2) how macro-social factors in SLA such as global and national status of L2, boundaries and identities, or institutional forces and constraints should be considered in the development of the curriculum structures of English language teacher education; and 3) how the 21st century trends should be blended in the curriculum.Downloads
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Kachru, B. B. (1986). The Alchemy of English: The Spread, Functions and Models of Non-Native Englishes. Oxford: Pergamon.
Lave, J., & Wenger, E. (1991). Situated Learning. Cambridge: Cambridge University Press.
Lavender, S. (2002). Towards a Framework for Language Improvement within Short In-Service Teacher Development Programmes. In H. Trappes-Lomaz & G. Ferguson (Eds.), Language in Language Teacher
Education (pp.237-250). Amsterdam, the Netherlands: John Benjamins.
Lee, I. (2004). Preparing Nonnative English Speakers for EFL Teaching in Hongkong. In L.D. Kamhi-Stein (Ed.), Learning and Teaching From Experience: Perspectives on Nonnative English Speaking Professionals (pp.230-249). Ann Arbor: University of Michigan.
Off-printed Draft of Ministerial Decree on National Standard of Indonesian Teacher Education. 2014. Jakarta: National Board of Educational Standard.
Pasternak, M. & Bailey, K.M. (2004). Preparing nonnative and native English-speaking teacher: Issues of professionalism and proficiency. In L.D. Kamhi-Stein (Ed.), Learning and Teaching From Experience: Perspectives on Nonnative English Speaking Professionals (pp.155-175). Ann Arbor: University of Michigan.
Richards, Jack C. (2000). Beyond Training. Perspectives on Language Teacher Education. Cambridge: Cambridge University Press
Snow, M.A., Kamhi-Stein, L.D., & Brinton, D. (2006). Teacher Training for English as a Lingua Franca. Annual Review of Applied Linguistics, 26, 261-281.
Sultana, Sharmin. (2011). Teaching English in a Cross-cultural Context: Challenges and Directions. Journal of Nepal English Language Teachers’ Association (NELTA), Vol. 16 (1-2).
Surat Edaran Menristekdikti no. 17/M/1/2015 tentang legalitas PPG. Jakarta: Kemenristekdikti.
Trilling, Bernie. & Fadel, Charles. (2009). 21st Century Skills: Learning for Life in Our Time. San Francisco, CA. Jossey-Bass.
Undang-Undang no.14 Tahun 2005 tentang Guru dan Dosen. Jakarta: Kemenkumham RI
Wagner, Tony. (2008). The Global Achievement Gap: Why Even Our Best Schools Don’t Teach The New Survival Skills Our Children Need—and What We Can Do About It. New York: Basic Books
Published
2015-06-05
How to Cite
Susilo, S. (2015). Curriculum of EFL Teacher Education and Indonesian Qualification Framework: A Blip of the Future Direction. Dinamika Ilmu, 15(1), 11-24. https://doi.org/10.21093/di.v15i1.98
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