In the figure, beliefs are put in the same circle with core values since beliefs and values both become the indicator source of decision making.
2.1.2 Factors Influencing Teachers’ Belief about Successful English Learners
A number of factors affect the creation, development, and change of teachers‟
belief. The factors start staying in teachers‟ lives since they are in an education program until when they are already being a teacher.
According to Borg‟s conceptual framework in Borg 1997, teachers‟ professional coursework which they take from
their educational program becomes one of the factors influencing their belief. Therefore, the first factor to discuss is teacher education. Furthermore, to be able to
teach better and develop successful English learners, teachers need to know the concepts and indicators of successful English learners stated in the curriculum and
the variables of successful English learners. Thus, the second factor to discuss is English curriculum in Indonesia which focuses on the two current English
curriculums and the third factor is about successful English learners which focus on the variables.
2.1.2.1 Teacher education
It is well known that the quality and extent of learner achievement are determined primarily by teacher knowledge and competence. Therefore, it is
required a program to enable high quality of English teaching and learning by advancing knowledge about teaching, spreading good practice, and enhancing
equity for the students which is called as teacher education. As Borg 2003 says about teacher cognition, schooling which includes teacher education and experience
become a shaper of teacher s‟ belief. Teacher education is a program which is related
to the development of teacher proficiency and competence that would enable and empower the teachers to meet the requirements of the profession and face the
challenges. It includes all formal and non-formal activities and experiences which assist teachers holding their responsibilities as a member of educational profession
more effectively. The development of teacher knowledge has been cultivated through
professional development activities. Spelman and Rohlwing 2013 argue to counter professional development, the new professional learning models are
designed as lifelong, collaborative learning processes that support a job embedded, learner-centered approach. The new model emphasizes the need for
educators to take active roles in their professional learning and development. This movement away from the traditional professional development model emphasizes
the need for schools to become learning communities that support the growth of both teachers and students. According to Darling-Hammond Branaford in
Darling-Hammond 2006, to prepare a qualified teacher, a teacher education program should teach about 1 knowledge of teaching, 2 knowledge of learners and
their development in social context, and 3 knowledge of subject matter and curriculum goals as described in the following figure.
Figure 2.2 Teacher education program by
Darling-Hammond 2006 From the table, it can be seen that in preparing teachers for a changing world to reach
a vision of professional practice requires two phases, that is teaching and also learning. In terms of teaching, the teachers should teach as a profession to prove that
they have competence and commitment in the instructional program. While teaching, the teachers should also learn pedagogical value in the context of democracy that is
positioning the quality of human rights in which teachers learn to teach without authoritarian.
This classification is supported by Crandall 2000 who mentions that recently teacher education emphasizes on three things, i.e. 1 practical experiences
consisting of teaching practice and curriculum material development, 12 classroom-
centered management, and 3 teachers‟ belief cognition in language teacher
education. In line with Crandall, Borg in Simpson 2011 proposes themes
characterizing teacher education including teacher cognition, knowledge base for teacher education, knowledge about language, reflective practice, practicum, and
teacher research. Furthermore, APEID Asia and the Pacific Program of Educational Innovation for Development in 1990 mentions the impacts of teacher education.
Teachers at all levels of provision primary, secondary, vocational and non-formal require regular opportunities for further study, for both personal and professional
growth through teacher education program. This is intended to maintain their commitment and motivation, update knowledge and skills toward new curriculum
and teaching materials, and have access to a reorientation program if they wish to move into a different field of teaching.
2.1.2.2 The current English curriculum in Indonesia
