Abstract
This article provides a description of science teacher education in Thailand, which is a key driver of the country’s science education reform. We describe the history of science teacher education and consider its future by focusing on teacher qualifications, recruitment of teacher candidates, types of science teacher education programmes and teaching internships. This history indicates that the educational reform in 1999 had a big impact on science teacher preparation. Science teacher education programmes have been developed in order to produce constructivist science teachers. Recently, two types of science teacher education programmes have emerged: a five-year bachelor programme and a two-year master’s programme. These programmes have been centrally framed by the Teacher Qualification Standards of the Teacher Council of Thailand (TCT). Even though each university has the authority to design its own courses and activities, the licensing, requirements and structure of the teacher education programme must follow the framework of TCT and the Higher Education Commission. The challenges that these programmes face are providing sufficient teacher preparation in respect to pedagogical content knowledge and reflective and research-based activities. Considering the future trends, this article provides recommendations for policymakers, curriculum developers, teacher educators and researchers.
Highlights
Science teacher education in Thailand has been undergoing educational reform since 1999
The National Education Act and the 2001 Basic Education Core Curriculum addressed goals of science education in which skills in science and technology were recognized as a key catalyst in the development of a country’s human resources (Institutes for the Promotion of Teaching Science and Technology (IPST) 2002)
Core content and indicators for each grade level were provided to help teachers convey information through their teaching practices. These standards were developed by the Institute of the Promotion of Teaching Science and Technology (IPST) in 1999 to meet the national needs and help Thailand cope with modern advancements and globalization
Summary
Science teacher education in Thailand has been undergoing educational reform since 1999. The policy was aimed at promoting scientific research and accelerating the production of teachers whose teaching and learning would change from a lecture-based to an inquiry-based approach This change improved the teacher preparation programme, enabling it to produce science teachers who can teach in accordance with the published curriculum throughout the country in 1976. The sixth to eighth National Education Development Plans (1987–2001) had a policy to accelerate the production of teachers by recruiting smart students with positive beliefs about, and attitudes towards, the teaching profession. 25% of science teachers graduated in science This might be a result of the production process, which failed to select students with high achievement, faith, ideology and a positive attitude towards teachers (National Education Development Center of Thailand 1986). Pre-service teachers are required to take at least 160 credits in three types of courses, including general education courses, teaching profession courses and elective courses as shown below
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