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In Indonesia, pre-service programs have not sufficiently developed the knowledge and skills needed for teachers’ occupational demands, and systematic redesign efforts remain limited. This study examines perceptions of English teachers and language teacher educators regarding policy measures to improve pre-service education and better prepare elementary English teachers, supporting curriculum redesign and educator training for EYL.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparing-elementary-english-teachers-innovations-at-pre-service-level-issue-6-paper/593649/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparing-elementary-english-teachers-innovations-at-pre-service-level-issue-6-paper/593649.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about pre-service teacher education?","Question",{"text":112,"@type":113},"It addresses insufficient preparation in Indonesia to develop the knowledge and skills elementary English teachers need, and the lack of systematic ways to overhaul pre-service systems.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who were the focus groups in the study?",{"text":117,"@type":113},"The study investigates perceptions from English teachers and language teacher educators regarding education policy measures for improving pre-service education.",{"name":119,"@type":110,"acceptedAnswer":120},"What key outcomes does the study highlight?",{"text":121,"@type":113},"It supports redesigning pre-service education curricula and emphasizes specific preparation, including training schemes for teacher educators in teaching EYL.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593649,1792160920,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 6 | Article 6 |\n| --- | --- |\n| 2015\u003Cbr>Preparing Elementary English Teachers: Innovations at Pre-service Level\u003Cbr>Mochamad SubhanZein\u003Cbr>State Islamic University Syarif Hidayatullah Jakarta, [subhanzein@gmail.com](subhanzein@gmail.com) |  |\n\nRecommended Citation  \nZein, M. (2015). Preparing Elementary English Teachers: Innovations at Pre-service Level. Australian Journal of Teacher Education, 40 (6).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss6/6](http://ro.ecu.edu.au/ajte/vol40/iss6/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss6/6](http://ro.ecu.edu.au/ajte/vol40/iss6/6)  \nAustralian Journal of Teacher Education  \nPreparing elementary English teachers: Innovations at pre-service level  \nMochamad Subhan Zein  \nState Islamic University Syarif Hidayatullah,  \nJakarta  \nAbstract: The teaching of English for Young Learners has become a global  \nphenomenon, but many countries are facing dilemma in terms of teacher  \npreparation (Nunan, 2003; Kaplan, Baldauf, & Kamwangamalu, 2011).  \nIndonesia is of no exception. Its pre-service system has not been adequate to  \nsufficiently prepare elementary English teachers with knowledge and skills  \npertaining to their occupational needs. Moreover, systematic ways to overhaul  \nthe pre-service system remain yet to be seen. This study investigated the  \nperceptions of English teachers and language teacher educators on educational  \npolicy measures for the improvement of pre-service education to better prepare  \nelementary English teachers. The findings of the study validate the need for  \nredesigning pre-service education curricula as well as specific preparation for  \nthe elementary English teachers. The study also highlights the importance of a  \ntraining scheme for teacher educators in teaching EYL. Although the  \nimplications of the study are derivational from Indonesian present context, they  \nmay also shed some light to the quandary currently faced by other countries  \nfacing a similar dilemma.  \nKey Words: pre-service education, English teachers, English for Young Learners, language policy  \nIntroduction  \nThe increasing interest in teaching English to Young Learners (EYL) is evident in the introduction of English into the elementary school curricula that takes place on a worldwide scale (Lee & Azman, 2004). Countries as diverse as Serbia (Filipovic, Vuco, & Djuric 2007), Ireland (Wallen & Kelly-Holmes, 2006), Vietnam (Hoa & Tuan, 2007), Taiwan (WuchangChang, 2007), South Korea (Jung & Norton, 2002), China (Hu, 2005; Li, 2007), Indonesia (Chodidjah, 2008), Turkey (Kirkgoz, 2008), and Japan (Butler & Iino, 2005) teach English to students at elementary level.  \nIn Indonesia, English was included in the elementary school timetable in 1993 based on the aspiration to strong foundation of English instruction in alignment with the demands of globalization. Proponents of early English instruction pointed out the failure of the teaching of English in secondary schools as the main reason for pushing early English instruction. It was expected that English instruction at elementary level would contribute to the advancement of students’ overall language competence (Sadtono, 2007) .  \nApproximately 47,577 teachers carry out English pedagogy at elementary level. No less than 41,304 of these teachers teach in the public primary schools, while 6,271 teach in the private ones. These teachers only teach English, as opposed to the 1,012,427 classroom teachers, the majority of which are assigned by their school principals to teach English in addition to compulsory subjects (e.g. Indonesian Language, Math, Science) (Kementrian, 2009) .  \nVol 40, 6, June 2015 104  \nAustralian Journal of Teacher Education  \nThe Context  \nElementary English teachers in Indonesia come from two pre-service streams: Primary School Teacher Education (PSTE) and English departments. A brief description of these two","cbCaim1VBLAB97oQ","https://ap.wps.com/l/cbCaim1VBLAB97oQ","pdf",164276,18,"English","# Abstract\n# Introduction\n## Global growth of EYL and teacher preparation challenges\n## English inclusion in Indonesian elementary curricula\n## Teacher distribution and assignment realities\n# The Context\n## Primary School Teacher Education (PSTE)\n## English departments","[{\"question\":\"What problem does the study address about pre-service teacher education?\",\"answer\":\"It addresses insufficient preparation in Indonesia to develop the knowledge and skills elementary English teachers need, and the lack of systematic ways to overhaul pre-service systems.\"},{\"question\":\"Who were the focus groups in the study?\",\"answer\":\"The study investigates perceptions from English teachers and language teacher educators regarding education policy measures for improving pre-service education.\"},{\"question\":\"What key outcomes does the study highlight?\",\"answer\":\"It supports redesigning pre-service education curricula and emphasizes specific preparation, including training schemes for teacher educators in teaching EYL.\"}]","Preparing elementary English teachers: Innovations at pre-service level - Issue 6 - Paper | PDF",1792077642,45]