English teachers in Indonesian senior high schools in Gorontalo:

ii This study contributes to an understanding of why the implementation of new curriculum in the teaching of English as a foreign language continues to be unsuccessful in Indonesia, through exploring teachers ’ own conceptualizations of themselves, and their responsibilities and practices as professionals. The study sets out to examine factors that have affected teachers through their formation as learners and as professionals, and considers how these factors influence their beliefs and attitudes towards their practice and their responses to curriculum change in secondary high school classrooms in Indonesia. Data for the qualitative study was collected through in-depth interviews with 20 high school English teachers from six urban and rural high schools in Gorontalo Province, Indonesia. Each teacher was interviewed for approximately two hours in two separate sessions. The interviews explored their past learning experiences including their investment in English, their motivations in becoming a teache