Early Career English Teachers’ Stories of Professional Learning in Indonesia: Unique Becoming in a Standardising World?
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This narrative-based research examines how eight early career English teachers experience professional learning in the Professional Teacher Education (PPG) program in Indonesia. It also investigates how these learning experiences influence their identities and current teaching practices in their school contexts. The analysis revealed that these teachers’ experiences of learning in the PPG program involved an active, agentic engagement with various discourses surrounding English teaching and teacher professionalism in the Indonesian contexts. This conceptualisation of learning offers an alternative to a causal logic in policy making which often assumes a straightforward relationship between English teacher professionalisation, professional identities, and professional practices.
