Cross‐cultural influences on teacher education reform: reflections on implementing the integrated curriculum in Indonesia

The major focus of the paper is devoted to describing a five‐year study of the initial implementation of a nationally adopted integrated curriculum course as it was implemented in one university teacher education programme in Indonesia and, subsequently, the challenges faced in developing a field‐based course that built on the university course. The primary author (Udin Saud) describes his research in Indonesia on the implementation of an innovative professional education course for an integrated curriculum for pre‐service elementary teachers conducted in a teacher education programme and analyses this implementation from his Indonesian perspective. The secondary author (Marilyn Johnston) contributes another perspective, qua his dissertation advisor, as she questions the imposition of ‘western’ ideas into eastern contexts. In this comparative manner issues related to the teacher educators' beliefs and the ‘transportation of ideas’ are both considered.