Abdul Hadi

PhD candidate


Phone: +61 2 9351  6322


Building.Room: A36.2a11


Curriculum, Indonesian education, Islamization and secularization of education, Pre-service English Teacher Education

Research project description


Studies on the role of English as a Lingua Franca (ELF) indicate that English teacher education programmes are in strategic position to respond to the impacts of this global linguistic phenomenon (Choi & Lee  2007; Graddol  2000, 2006; Jenkins  2006; Nunan   2003). Central to this discussion is the extent to which the curricula of English teacher education programmes have addressed the impacts of the increasing role of English in ways that are supportive for better practices of English Language Teaching. Besides, curriculum is undeniably crucial and influential for English teacher education programmes in their endeavour to produce qualified teachers, who, according to Feiman-Nemser and Norman (2000: 732), play significant roles to help schools in developing knowledge, fostering socially acceptable values, and “lay[ing] the foundation for productive work and active citizenship”. These linguistic phenomenon and educational aspiration indicate the need for further exploration of curricular provision for prospective English teachers, especially in educational context where English is a Foreign Language (EFL).

This study aims to explore the nature, principles, content, and implementation of pre-service English teacher education curriculum in the context of Islamic and secular public universities in a Sumatran province, Indonesia.  Through the exploration of the above issues, the study will also seek to understand the extent to which the curriculum reflects representation of Islamic or secular institutional identities, responses to national teacher certification program, and trends in the teaching of English to young learners and content and language integrated learning. It is a response to Nunan’s (2003) study, which revealed that teacher education is one of the factors that has been ignored in the enactment of government’s policies of English Language Teaching in the Asia-Pacific region.

An exploration of pre-service English teacher education curriculum, as a part of research in the area of second language teacher education, needs to reflect the view that the curriculum “is an interdependent, situated set of educational processes and tools whose aim is teacher learning” (Graves, 2009, p. 115). This understanding of curriculum suggests the need to view second language teacher education as a process that goes beyond the learning of second language as the subject matter per se by (prospective) teachers—a prevalent nature of traditional language teacher education programs (Freeman and Johnson,1998). The ‘interdependent’ and ‘situated’ nature of second language teacher education curriculum illustrated by Grave above indicates that it needs to draw on sociocultural perspectives to second language teacher education in which educational, social, cultural, political, and institutional aspects affecting the curriculum are taken into account (see Johnson, 2009).

Therefore, investigation of pre-service English teacher education curriculum in Indonesian Islamic and secular public universities requires an interdisciplinary understanding of English teacher education, that is, it needs to be explored within the hybrid context of theoretical and empirical literature in second language teacher education, secularization and Islamization of education, and Indonesian education. Based on the work of Gimmestad and Hall (1995), Johnson (2009), Lukens-Bull (2001), Mohd-Asraf (2005), Richard (1998), and Roberts (1998), pre-service English teacher education curriculum can be conceptualized as consisting of at least five major components. These include general education, content or subject matter knowledge, pedagogical knowledge, pedagogical content knowledge (knowledge drawn from the synthesis of pedagogy, content knowledge, and other relevant knowledge), and contextual knowledge.

Because the study aims to generate in-depth and holistic findings based on the investigation of two cases of pre-service English teacher education curriculum and does not aim to make any statistical generalizations of the findings, it has been conducted using qualitative case study research design. However, although the study is based only on data collected from two universities in a province in Indonesia, the study is potentially relevant to shed light on pre-service English teacher education curriculum in other universities in the country due to the similar education system and bureaucracy in operation across the country.

As a qualitative study, analysis of data in this study includes “organization, classification, categorization, a search for patterns, and synthesis” (Schloss & Smith, 1999, p. 190). In line with Schloss and Smith (1999), the analysis has been recursive so as to facilitate the construction of findings as subsequent pieces of data are reviewed. Another dimension of the analysis is that data analysis has been conducted both at the stages of data collection and data analysis due to the emergent nature of the research inquiry (Patton, 2002).

Abdul Hadi is a PhD Candidate in L2 Teacher Education at The University of Sydney and a lecturer in the Faculty of Education at State Islamic University of Sultan Syarif Kasim Riau, Indonesia. He holds a BEd in English Education from The University of Riau and an MA in English as a Second Language from The University of Arizona.

Conference Presentations


  • Fulbright Scholarship (2004-2006)

  • Australian Development Scholarship (2009-2013)

  • Thomas T Roberts Education Fellowship (2011)

  • Postgraduate Research Support Scheme 2011

  • Thomas T Roberts Education Fellowship (2013)

  • Postgraduate Research Support Scheme 2012

  • ALAA (Applied Linguistics Association of Australia) Travel Scholarship 2012

Professional and community roles

  • Asia TEFL - Member

  • ALAA (Applied Linguistics Association of Australia) - Member

Current projects

  • Accommodating English, Islam, and Secular Values: An Exploration of Pre-Service English Teacher Education Curriculum in Islamic and Secular Public Universities in Indonesia

Thesis work

Project title Degree Supervisor
Accommodating English, Islam, and secular values: An exploration of pre-service English teacher education curriculum in Islamic and secular public universities in Indonesia. PhD Honorary Associate Professor Lesley Harbon

Selected publications

Journal articles

  • Hadi, A. (2006). Reading-based classroom activities: An effort toward the integration of language skills in teaching English as a foreign language in Indonesia. TEFLIN Journal, 17(1), 61–71.

Conference papers