Abstract
Many English teachers today are non-native speakers of English graduating from Pre-service English Teacher Education (PETE) programs in English as a Foreign Language (EFL) context. They undertake their teaching career in a strategic but challenging linguistic and educational situation. This paper reports findings from such a situation based on a qualitative case study of a PETE program at an Indonesian university that aimed to explore the nature of curriculum provision in preparation to develop pre-service teachers’ English proficiency and pedagogy. Data were collected from pre-service teachers, teacher educators, and program administrator using interviews, focus groups, and classroom observations. Results of data analyses revealed a nature of curriculum provision that is inadequately supportive in preparing pre-service teachers’ English proficiency and pedagogy. It is represented in three emerging themes: inadequacy of English proficiency in learning to teach English, lack of balance between theory and practice, and inadequate facilitation for contextual and integrated learning experience.
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