Abstract
This study surveys problems with English language teaching and learning and the professional development (PD) needs of high-school teachers in three provinces of three Secondary Educational Service Areas in Thailand. Both closed-and open-ended questionnaires were employed. The data was analyzed by frequency distribution and percentage; the problems and PD needs are herein presented from highest to lowest ranking. The study’s results may possibly be generalized so that local organizations and institutions of higher education can provide appropriate assistance and improve the English teaching situation in Thailand in general.
Highlights
According to Geringer (2003), the most important factor in student learning progress is the teachers, and teacher quality outweighs other factors such as motivation, funding, and class sizes
The sample was thirty-four teachers of English language from nine schools from three Secondary Educational Service Areas (SESAs) in central Thailand
The findings show several features typical of Thai teachers of English
Summary
According to Geringer (2003), the most important factor in student learning progress is the teachers, and teacher quality outweighs other factors such as motivation, funding, and class sizes. In addition to the lack of qualified teachers, it is widely understood that what is expected from teachers these days is multi-faceted They are required to teach effectively in challenging environments; to make effective use of information and communications technology (ICT) in their teaching; to cater to a variety of learning styles (as elaborated in Gardner’s Theory of Multiple Intelligences, 1993); to conduct research aimed at improving the quality of their teaching; and to deal effectively with multitudinous administrative tasks -- all of which to meet up with the requirements for ‘Quality Assurance.’. Teachers attended the courses available to them, which may or may not have directly served their needs They may very well have returned to their schools and faced the same problems they had before, or they may have been fortunate enough to be able to modify their classroom practices using what they gained from the training. A more desirable PD training course should provide some opportunities for participants to be involved in choosing the problems for which they’ve been searching solutions (Zeichner, 2003; Sparks, 2004; Bonner, 2006)
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