Teacher Training and the Expansion of Basic Education in Thailand

Thongthew, Sumlee

doi:10.1080/0260747930190425

Cited by 3 publications

(4 citation statements)

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“…It is true that change affecting the education sector is inevitable, such as that documented by Thongthew (2014). Nonetheless, the reasons for many of these changes may not be clearly articulated or understood, as seen through the perceptions of the PSTs in our study, as well as others' published reports (e.g., Hallinger & Bryant, 2013;Lao, 2019).…”

Section: Discussionmentioning

confidence: 73%

“…All teacher education programs operate with a curriculum that is approved and managed by the Teacher Council of Thailand (Jamjuree, 2017). In tandem with the changes observed in the education sector, the teacher education program has also undergone various reforms since its formalization in the early 1900s (Thongthew, 2014). Up until a few years ago, teacher programs offered by the Rajabhats had a five-year curriculum, with the fifth year culminating in a 1-year practicum placement, where pre-service teachers will teach and do other related administrative work expected at school.…”

Section: Teacher Education In Thailandmentioning

confidence: 99%

“…The teacher education program in Thailand has undergone several reforms in the past century (Thongthew, 2014). A few years ago, another reform was implemented, where the teacher education program was shortened from five years to just four.…”

Section: Introductionmentioning

confidence: 99%

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Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions

Sairattanain

Loo

2021

JRPPTTE

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The teacher education program in Thailand has undergone various reforms, with the latest being the shortening of the teacher education curriculum from five years to four. To date, very few studies have accounted for this reform. To address this gap, our study sought to analyse pre-service English teachers’ perceptions towards the reform. This was done through a semiotic analysis of visuals contributed by the pre-service teachers. There were a total of 43 visual contributions, which were analysed through Labbo’s typology of symbolisms and attributes discerned from the visuals and their corresponding captions. We were able to categorize the visuals to three types of symbolisms, which were transformative, typographic, and the third type being a combination of the first and second. The most common attribute was positive affect (emotion), with a few visuals rationalizing or questioning the reform. The analysis revealed that the pre-service teachers did not really understand the nature of the reform, despite their positive perception towards change.

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Section: Discussionmentioning

confidence: 73%

Section: Teacher Education In Thailandmentioning

confidence: 99%

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Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions

Sairattanain

Loo

2021

JRPPTTE

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“…Прямикова [6], В. А. Смирнов [7]), экономики (Е. С. Горевая [8]). Исследователи во всем мире говорят о необходимости перестройки системы высшего образования и ее большей ориентации на развитие надпрофессиональных компетенций, обосновывая эту необходимость наличием тесной связи между эффективностью подготовки в университете и успешностью на профессиональном рынке труда (G. Kruss [9], S. Thongthew [10], W Smidt [11], А. В. Пеша, Т. А. Камарова, С. Ю. Патутина [12]).…”

Section: Introductionunclassified

Supra-Professional Skills and Involvement in Higher Education Institution

Pesha¹,

Назаров²

2021

AOSRPAP

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Аннотация. Формирование и развитие надпрофессиональных компетенций студентов университетов в процессе получения высшего образования наиболее эффективно в рамках личностно-ориентированной образовательной среды, предполагающей обеспечение высокого уровня вовлеченности и мотивации каждого из стейкхолдеров образовательного процесса. Под надпрофессиональными навыками мы понимаем широкий набор навыков, позволяющих выпускнику вуза быстро ориентироваться и адаптироваться к задачам и вызовам окружающей среды, налаживать отношения и устанавливать контакты, показывать высокую эффективность труда и достигать поставленных целей и задач. В статье приводится мнение о взаимосвязи развития надпрофессиональных навыков студентов и вовлечённости обучающихся и сотрудников высших учебных заведений. Для факторного анализа уровня вовлечённости применена авторская методика, рассматривающая данные группы как внутренних стейкхолдеров. В результате анализа в вузах, выступивших базой исследования, выявлена необходимость работы над соответствием личных и организационных целей, над эффективностью и доступностью системы коммуникации и трансляции как конкретных сообщений, так и самой корпоративной культуры, над повышением знаниевой и инструментальной обеспеченности внутренних стейкхолдеров. В качестве практических решений по повышению вовлечённости и развитию надпрофессиональных навыков предложена фасилитация по вхождению в академическую деятельность, применению специального инструментария, а также созданию междисциплинарных, кросс-функциональных команд с объединением в целях ведения проектной работы.

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Prioritizing “voice” over “vision”: Reaffirming the centrality of the teacher in ESOL research

Hayes

1996

System

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Teacher Training and the Expansion of Basic Education in Thailand

Cited by 3 publications

References 0 publications

Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions

Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions

Supra-Professional Skills and Involvement in Higher Education Institution

Prioritizing “voice” over “vision”: Reaffirming the centrality of the teacher in ESOL research

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