A grounded theory study of Fourth-year Indonesian pre-service EFL teachers perceptions of Global Englishes in ELT classrooms

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.