Abstract
Needs analysis in school contexts has not been much researched despite the strategic role of needs analysis in providing essential curriculum development-related information (Brown 1995, Richards 1990, 2001). The present study intended to examine Indonesian English as a Foreign Language (EFL) teachers' patterns of conceptualizations in analyzing student needs. Such patterns were portrayed within a larger study on teachers' conceptualizations of Pedagogical Content Knowledge (PCK) as represented in their instructional curriculum design. A qualitative multiple-case study involving purposive within- and cross-case sampling techniques (Miles et al. 2014, Stake 2006, Yin 2014) was employed to select three experienced and three inexperienced EFL; teachers of public junior high schools in the Yogyakarta Province, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews were conducted. The cross-case comparisons revealed that the teachers' patterns of conceptualizations in analyzing needs were characterized by the form and sources of needs analysis
| Original language | English |
|---|---|
| Title of host publication | ELT in Asia in the Digital Era: Global Citizenship and Identity |
| Number of pages | 12 |
| Publication status | Published - 2018 |
| Externally published | Yes |