National Qualifications Framework in Practice

Problematising an Initial Teacher Education (ITE) Curriculum from a Curriculum Ergonomics Perspective

Authors

DOI:

https://doi.org/10.35961/salee.v3i2.517

Keywords:

curriculum ergonomics, curriculum reform, initial teacher education, national qualifications framework

Abstract

Claimed by some to be a successful policy tool to connect education with the industrial world, a body of research has documented issues on adapting and adopting the National Qualifications Framework (NQF), a worldwide policy phenomenon. However, there are fewer studies on implementing this framework in initial teacher education (ITE). Therefore, to fill this gap, this paper explores and contextualises the enactment of NQF within the ITE sector from a curriculum ergonomics perspective, a novice concept of analysis on the interactions between curriculum design and its use. This paper contributes to the existing research on curriculum studies, especially in the ITE sector. Implications and recommendations are also discussed.

Author Biographies

  • Fikri Yanda, Universitas Pendidikan Indonesia

    Fikri Yanda is a PhD student in Department of English Language Education at Universitas Pendidikan Indonesia, Bandung, Indonesia, sponsored by Lembaga Pengelolaan Dana Pendidikan (LPDP/the Indonesia Education Endowment Fund for Education) under the Ministry of Finance of the Republic of Indonesia. His current research project for dissertation is on the integration of spirituality or religion and language education. He currently serves as the president of Indonesian Researchers of Language Learning and Teaching (iRecall). His research interests include teacher education curriculum, language curriculum, language materials development, identity and spirituality in language education.

  • Khoiriyah Khoiriyah, Universitas Islam Negeri KH Achmad Sidiq

    Khoiriyah is a faculty member at the Faculty of Education at Universitas Islam Negeri (UIN) KH Achmad Sidiq, Jember, Indonesia. Her research areas include teacher professional development, TESOL, and language materials development.

  • Nur Sehang Thamrin, Universitas Tadulako

    Nur Sehang Thamrin is a faculty member of English Language Education Department, Universitas Tadulako, Indonesia. Her research interests include ELT curriculum, ELT research and evaluation, and ICT in ELT.

  • Hafida Ruminar, Universitas Brawijaya

    Hafida Ruminar is a faculty member and the head of English Language Center in the Faculty of Agriculture, Universitas Brawijaya, Indonesia. She mainly teaches English for specific purposes (ESP) and English for academic purposes (EAP). Her research interests include best practices in English language teaching, education and curriculum policy, and technology enhanced language learning.

  • Isna Humaera, Institut Agama Islam Negeri Kendari

    Isna Humaera is a faculty member of English Language Education Department, Institut Agama Islam Negeri (IAIN) Kendari, South East Sulawesi, Indonesia. Her research interests include language and curriculum, language skills and discourse analysis.

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Published

2022-07-22

Issue

Vol. 3 No. 2 (2022)

Section

Articles

How to Cite

National Qualifications Framework in Practice: Problematising an Initial Teacher Education (ITE) Curriculum from a Curriculum Ergonomics Perspective. (2022). SALEE: Study of Applied Linguistics and English Education, 3(2), 265-281. https://doi.org/10.35961/salee.v3i2.517

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