Cut Intan Meutia, Sumarsih, Widya Andayani
This study explores how twelve Indonesian pre-service English teachers conceptualize Global Englishes and how these views shape their pedagogical thinking. Using a grounded theory approach, data were collected through semi-structured interviews and reflective journals with fourth-year Indonesian pre-service EFL teachers education students. Analysis through open, axial, and selective coding produced three categories: Inclusive Pedagogy, Contextualized Teaching Practices, and Critical Awareness. These categories highlight participants’ emerging orientation toward inclusive, context-sensitive teaching and their growing awareness of language ideologies and the sociopolitical dimensions of English. Findings show a shift from native-speaker norms toward pluralistic, communicative conceptions of English aligned with Global Englishes principles. Despite systemic barriers such as standardized testing, rigid curricula, and limited materials, participants demonstrated agency and critical reflection. The study proposes a model explaining how such perceptions shape professional identity formation and accentuate the role of teacher education in developing reflective, globally competent educators. © 2026 Informa UK Limited, trading as Taylor & Francis Group.
Faculty of Language and Arts, Universitas Negeri Medan, North Sumatra, Indonesia; Department of English Language Education, Institut Agama Islam Negeri (IAIN) Langsa, Indonesia
