Abstract
<span>This short contribution is a brief theoretical perspective of English Language Teacher Education (ELTE) from the existing theories started from 1985 to 2014. It reviews the theories of English language teacher education around the globe and in Indonesia. The main focus of this article is concerned with the knowledge base and the curriculum viewed from various perspectives. To link the theories of English language teacher education in Indonesia with the needs of school context, an overview of the existing curriculum at secondary level adds further description.</span>
Highlights
English Language Teacher Education Program (ELTE) has been a pivotal issue to be explored in relation to the knowledge base and the curriculum
English Language Teacher Education (ELTE) It has been observed that language teacher education programs have a big responsibility to prepare student teachers for their professional work, and to educate them how they learn to teach languages
The knowledge base that commonly incorporated into the curriculum of ELTE covers the knowledge of content, general pedagogy, pedagogical content, curricular, learner characteristics, support knowledge, educational studies and teaching practice/practicum
Summary
English Language Teacher Education Program (ELTE) has been a pivotal issue to be explored in relation to the knowledge base and the curriculum. To achieve the high standard of teachers‟ quality in order to possess the four competencies, the curriculum of English language teacher education program should in such a way develop student teachers‟ primacy language competence and the ability to teach effectively as well as to educate them for the empowerment (Suherdi, 2012) To produce such English teachers, the ELTE programs should be designed in such a way that it could accomodate all the aspects pertinent to producing professional English teachers. The knowledge base comprises 1) Content knowledge; knowledge of the subject matter, e.g. English language, 2) (General) Pedagogic knowledge: strategies, beliefs, classroom management, motivation, decision making, 3) Pedagogic content knowledge; how teachers teach ESL/EFL reading, writing, grammar, TESOL methods, materials and curriculum development, and 4) Support knowledge: linguistics, second language acquisition, research methods, etc (Day & Concklin, 1992). He portrays the core features of the curriculum of TESOL initial teacher education in the table below
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