Toward Dialogic Feedback in Indonesian Pre-service English Teacher Education

This qualitative study investigates the nature and value of dialogic feedback for pre-service English teacher education (PETE) programs in private universities in Indonesia. Narrative data for the study included transcripts of interviews with PETE lecturers from across Indonesia before, during and after they participated in dialogic professional learning workshops. In these interviews, the lecturers reflected on their practices and identities as they explored and later applied dialogic feedback in their teaching. The study affirms the value of dialogic feedback in Indonesian PETE programs and of dialogic professional learning wherein lecturers build their expertise through the application and negotiation of new knowledge.