From Policy to Practice

A persistent gap exists between curriculum policy and instructional practice, highlighting the need for targeted teacher training to effectively implement student-centered learning. This study aims to examine whether observed teaching practices align with intended curriculum objectives and how power relations shape classroom interactions, specifically in relation to the sociopolitical context. A qualitative case study approach was employed. Video recordings from an Indonesian teacher education institution were analyzed using Qualitative Content Analysis (QCA) and Critical Discourse Analysis (CDA) to examine the distribution of teacher and student talking time. In addition, interviews were conducted to support the identification and selection of video materials and clips as a preparatory stage and to explore teaching practices within classroom interactions in greater depth. The findings indicate that teachers exert authority over classroom discourse through teacher-centered instruction, using questioning primarily to check understanding, manage transitions, and maintain control rather than fostering student inquiry. The analysis was based on three selected video clips, which may not fully represent broader instructional practices. The findings suggest that policy reforms must be supported by pedagogical and institutional changes to ensure meaningful classroom transformation.