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NAVIGATING THROUGH ENGLISH TEACHERS’ EXPERIENCES TOWARD CURRICULUM CHANGES IN INDONESIA: A Narrative Inquiry
Curriculum changes are an inevitable reality in education, adapting to the evolving needs of a country or institution. In Indonesia's English language teaching, a significant shift occurred with the 2013 Curriculum, moving English from an intra-curricular to an extracurricular subject at the primary education level. This change undoubtedly impacted teachers, who are at the frontline of implementing the curriculum. Although Indonesia's curriculum has shifted to the Emancipated Curriculum, reinstating English as a mandatory subject, reflecting on the past remains important as a crucial record to prevent history from repeating. Teachers consistently experience the effects of the curriculum changes, making them central to this study. It explores how the curriculum shift, making English an extracurricular activity, impacts the professional and socio-economic dimensions of primary school English teachers. To delve deeper into the impact of the curriculum change, the study involved two experienced English teachers affected by the shift in primary schools. Utilizing a narrative inquiry approach, episodic narrative interviews were conducted over three sessions with each teacher, ensuring comprehensive data collection. This methodology serves as a bridge to precisely understand how teachers' experiences shape their perspectives. The findings reveal that the curriculum change significantly impacted these teachers, leading to unexpected experiences filled with disappointment and uncertainty. The shift affected their professional and socio-economic dimensions, closely tied to their livelihoods. In this context, they can no longer teach English in formal primary education; one assumed the role of a homeroom teacher, and the other transitioned to teaching in Junior High School. These results underscore the importance of considering the implications when designing a curriculum, taking into account the firsthand experiences of affected teachers. In conclusion, this research urges policymakers, educators, and future researchers to view curriculum changes not merely as shifts in teaching methods but as impactful events profoundly affecting teachers' lives.
KODEPRODI88103#Pendidikan Bahasa Inggris_S2, Universitas Pendidikan Indonesia
NAVIGATING THROUGH ENGLISH TEACHERS’ EXPERIENCES TOWARD CURRICULUM CHANGES IN INDONESIA: A Narrative Inquiry (Text)
HTML Summary of #114679 NAVIGATING THROUGH ENGLISH TEACHERS’ EXPERIENCES TOWARD CURRICULUM CHANGES IN INDONESIA: A Narrative Inquiry
L Education (General)
LB1501 Primary Education
PE English