English teachers in Indonesian senior high schools in Gorontalo : a qualitative study of professional formation, identity and practice

This study contributes to an understanding of why the implementation of new curriculum in the teaching of English as a foreign language continues to be unsuccessful in Indonesia, through exploring teachers’ own conceptualizations of themselves, and their responsibilities and practices as professionals. The study sets out to examine factors that have affected teachers through their formation as learners and as professionals, and considers how these factors influence their beliefs and attitudes towards their practice and their responses to curriculum change in secondary high school classrooms in Indonesia.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

Victoria University

Year dc:date.issued

2010

Author dc:creator

• Basalama, Nonny

• 1301 Education Systems
• School of Communication and the Arts
• 1302 Curriculum and Pedagogy

Language dc:language

en