The Long Walk to Quality Teacher Education in Indonesia: Student Teachers’ Motives to become a Teacher and Policy Implications

Amirul Mukminin, Titin Rohayati, Herland Akbari Putra, Akhmad Habibi, Mia Aina
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The purpose of this mixed methods study, within the altruistic, intrinsic, or extrinsic motives framework, was  conducted in order to document  the  motives of English as a foreign language (EFL) student teachers  to become a teacher by choosing a teacher education program at one public university in Jambi, Sumatra, Indonesia. A sample of 285 student teachers who were enrolled at EFL teacher education program at one public university in Jambi, Sumatra, Indonesia was investigated. Data were collected through a questionnaire and semi-structured interviews. The frequency of each statement was computed and expressed as percentage of its total score and all of the interview data were audiotaped, transcribed verbatim, and carefully analysed. The findings of this study revealed that the Indonesian EFL student teachers’ interpretations of their motives for embarking on a journey to become a teacher were unique. Altruistic motives seemed to be predominant; the kinds of motives on their career choice were likely to involve an interaction among altruistic, intrinsic, and extrinsic motives across participants quantitatively and qualitatively. Implications policies to create good standards of teacher education programs in order to attract and recruit quality student teachers should be made before, during, and after entering the program.

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