Abstract
<p style="text-align:justify">This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)‘s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogical-related courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers’ needs to better prepare them with knowledge and skills for their teaching career in the future.</p>
Highlights
Education leads us to a matter of fact concerning with who educates and to whom the education is provided
This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)‘s curriculum of one state university in Jambi Province, Indonesia
A number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs
Summary
Education leads us to a matter of fact concerning with who educates and to whom the education is provided. There are a number of characteristics of teachers including warm, reliable, knowledgeable, creative, supportive, and professional (Celik, 2011; Kadioglu & Kadioglu, 2018; Sanal & Ozen, 2018). They have to master their content knowledge as well as pedagogical knowledge. Being a teacher is academically smart and ready and socially matures since they are interacting with students, parents, and other school stakeholders They need to take the students’ characteristics and condition into account to help them recognize each learner and control the classroom environment. Linguistics, Phonology, Morphology, Syntax, Semantics, Language Acquisition, Sociolinguistics, Psycholinguistics, Discourse Analysis, Literacy (elective), Introduction to Literature, Prose, Poetry, Drama, Literacy Criticism, Curriculum Study, Material Design and Development, and Language Testing Teaching skills
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