Thai Pre-service Teachers Research Articles

Socio-cultural and Social Constructivist Theories and Its Application in EFL Classroom for Thai Pre-service Teachers: A Review for Further Research

Socio-cultural and social constructivist theories are crucial in learning and education. This article aims to inform readers about socio-cultural and social constructivist theories and to present their application in language classrooms. The body of knowledge in this article was synthesized from journal articles and books concentrating on the theories that are significant in preparing pre-service teachers in EFL classrooms. The article begins with an overview of socio-cultural theory involving mediation, activity theory, cooperative learning activities, and scaffolding. Then, the article explains the social constructivist theory and its application in EFL classrooms. The final part of the article sheds light on suggestions and future research.

“I think I speak without hesitation”: Learning-Oriented Assessment to Enhance English Oral Communication of Thai Pre-Service Teachers

Learning-oriented assessments have been implemented in the English language classroom to maximize students’ ability to acquire a language through their involvement in assessment processes. Nevertheless, empirical studies investigating the oral communication ability of students using learning-oriented assessments remain limited. This study aims to investigate the effects of a learning-oriented assessment on the English oral communication ability of Thai pre-service teachers and to explore their attitudes towards the model. Thus, the study employed a mixed-methods research design. The participants of the study were 60 first-year students divided into two groups: the control group (N = 30) and the experimental group (N = 30) were selected through convenience sampling. The data were collected for 10 weeks using an oral communication test, a questionnaire, and interview questions. The results of the test were analyzed using a paired sample t-test and an independent sample t-test. The results of the questionnaire were analyzed using descriptive statistics. In addition, the qualitative data were analyzed using content analysis. The quantitative results showed positively significant effects on the development of students’ oral communication ability in the aspects of range, accuracy, fluency, interaction, coherence, and pronunciation, with a medium effect size. Additionally, the students positively reported the benefits of learning-oriented assessments as being helpful in improving their oral communication ability. Therefore, this study shows that learning oriented assessments could serve as one of many alternative approaches to developing English oral communication ability.

Thai EFL Pre-service Teachers’ Challenges in Teaching English in Indonesian Classrooms

The purpose of this qualitative study is to explore the challenges Thai EFL pre-service teachers faced during their field teaching practice at some schools. This study used a reflective journal as the instrument to collect the data gathered data was analyzed thematic. The findings showed that there were several challenges Thai EFL fac in their field of teaching practice in Indonesian classrooms. First, they are not confident to speak English while teaching English in an Indonesian classroom. Second, some of the Indonesian students did not focus to study English while the Thai pre-service teachers were teaching in the classroom. Last, some Thai pre-service teachers encountered problems with managing limited time in classroom management. This study implies that EFL student teachers may understand the sources cause challenges. They should prepare before the true field of teaching will become

A Comparative Study on Civic Consciousness between Pre-service Teachers in Thailand and Korea

The purpose of this study is to investigate and compare the civic consciousness of pre-service teachers in Thailand and Korea to understand the educational culture of each country and to obtain implications for teacher education. As a result, the following results were obtained. First, Thai pre-service teachers considered the advantages of Thailand's education system providing good educational opportunities, and Korea is gaining the effects of good education. The disadvantages were Thailand's unchanging conservative education system and excessive learning, and Korea's entrance exam-oriented education system and simple teaching methods. According to the opinions of prospective teachers, both countries should make efforts to utilize the advantages and improve the disadvantages. Second, in terms of perception of the government and law, Korean pre-service teachers are more obedient to the government's authority than Thai pre-service teachers, and are also obedient to adults, teachers, and parents. On the other hand, Thai pre-service teachers thought that the judicial system was more fair than Korean pre-service teachers. In the case of Korea, the conservative and progressive regimes change frequently, so the results are likely to vary at each point of investigation. This is thought to be the same for Thailand. Third, when it comes to Asian traditional culture and identity, Thai and Korean pre-service teachers showed an attitude of empathy, and Korean pre-service teachers generally emphasized relatively higher morality and mental maturity as citizens. Fourth, when it comes to public services, Korean pre-service teachers were more critical of politicians' morality, corruption of co-authored services, and connectionism than Thai pre-service teachers. Considering the impact of teachers on students' attitudes and behaviors as democratic citizens, it is expected that the two countries will have many implications for the direction of teacher education in relation to democratic civic education if they expand the scope of investigation.

Effects of Content and Language Integrated Learning (CLIL) Training Program on Thai Pre-Service Teachers’ Knowledge of CLIL Approach, CLIL Material Design, and CLIL Teaching

The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The sample consisted of 14 pre-service Social Studies teachers from a university in Bangkok, Thailand. Data collection tools of the research included an achievement test, a questionnaire and an interview. A non-parametric statistical hypothesis test was used to assess quantitative data. Results revealed that the pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching improved with a statistically significant difference. The results also revealed that the pre-service teachers had favorable opinions toward the training program when it comes to training program, learning experiences, CLIL material design, and CLIL teaching. It was concluded that the CLIL training program could have a favorable effect on pre-service teachers. As a result, it was recommended that more CLIL programs be developed and provided to pre-service teachers.

Not part of the teacher education reform: perceptions of Thai pre-service teachers

ABSTRACT This study examined Thai pre-service teachers’ perceptions towards a nation-wide teacher education reform that was delayed by a year. The study employed a mixed-methods approach, by using a survey, narrative frames, and visual narratives. The survey items (n = 55) were constructed based on a review of literature on reforms of teacher education programs and education policies. The survey contained four categories, which are reasons for reform, people shaping the reform, outcomes of the reform, and attitudes towards the reform. To provide further insights into the survey data , narrative frames and visual narratives were utilised. There were 44 participants in this study. Survey findings indicated that in general, the reform was perceived as good. The perception that the reform was good revolved around the notion of change, and that teachers would be prepared to teach in the 21st century and in a contextually appropriate manner. From the narrative data, there were no further insights offered by the participants in terms of what constitutes the reform or why it may be perceived as good. This may reflect the lack of understanding of the reform, and also the ambiguity that surrounds it.

Muffled Voices from Thai Pre-Service Teachers: Challenges and Difficulties during Teaching Practicum

The study aimed at exploring the perceptions pre-service student teachers had about their challenges and difficulties that hindered their teaching. The present study espoused a convergent mixed-methods approach, which adopted a questionnaire and semi-structured focused-groupinterviews as the research instruments. The participants of this small-scale study were B.Ed. Students at a university in Thailand. There were 78 participants in a quantitative phase, while 17 of them participated in a semi-structured-focus-group interview. The findings demonstrated around 4 dimensions of various constraints and challenges. This embodied: communication factors, instructional factors, student-related factors, and support-related factors. Based on One- Way ANOVA, most students appeared to face similar challenges. However, pre-service student teachers at early childhood and primary school levels highlighted the different challenges which they encountered during their practicum experience concerning various teaching methods used in their lessons. The findings also addressed some areas which needed improvement in the teacher education program. Recommendations were suggested to enhance practical and effective teacher education among future teachers in Thailand.

Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand

The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders’ perceptions towards CEFR. As such, the current study investigated preservice English teachers’ perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum. 

Comparing Pre-Service Teachers’ Attitudes toward Inclusive Education in Thailand and Japan

Background: Several studies have shown that classroom teachers can strongly influence the implementation and potential success of inclusive education (IE). Therefore, assessing teachers/pre-service teachers’ attitudes toward IE with an objective scale is a key issue for many academic publications. This study compared differences in pre-service teachers’ attitudes toward IE between Thailand and Japan and discussed these differences mainly from the perspective of differences in their educational systems for children with disabilities. Method: This study’s survey utilized a modified version of the Attitude Toward Inclusion Instrument. The study participants were 109 and 221 pre-service teachers who were enrolled in teacher preparation programs in Thailand and Japan, respectively. Result: The basic concepts and ideologies of IE were similarly and widely accepted in both countries. However, Thai pre-service teachers were more likely to strongly perceive that education in special schools would have a negative impact for students with disabilities and that IE would have a positive impact. On the other hand, Japanese pre- service teachers had a more negative perception of the feasibility of IE compared to Thai teachers. Discussion: We attributed this result to the difference in the popularity and credibility of special education in the two countries. Japanese pre-service teachers held a more positive attitude toward special education compared to their Thai counterparts. However, this attitude may have caused Japanese pre-service teachers to become more concerned about IE, which could be a barrier to expanding IE in Japan.

The CEFR-TBL in Fostering Thai Pre-service Teachers’ English Speaking Ability Using the Peer Interview Task

This study aims to promote English pre-service teachers’ speaking ability by integrating task-based learning (TBL) and the CEFR (Council of Europe, 2001) in designing an innovative program (the CEFR-TBL). This presentation discusses the results of an investigation of the pre-service teachers’ speaking ability using peer-interview technique. Also, their perceptions towards the CEFR-TBL Innovative Program were examined. The participants were thirty-six 4th year students in English Education Program at a Rajabhat University in the central part of Thailand. Research method applied in this study was action research and case study approach. Data sources were collected from interview video recordings, and a set of questionnaire. Data analysis employed Grounded theory (Strauss & Corbin, 1999) for qualitative data, and means and S.D for quantitative ones. Findings from the peer interview task revealed five aspects of students’ English speaking although they were able to successfully communicate in their interview conversation. Also, the results from the questionnaire showed that the students perceived the benefits of the CEFR-TBL Innovative Program and that the program enhanced them in using English in both verbal and non-verbal communication.

Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations

Disruption education is now affecting to learning environments and its changes make education reforming. Learning competency in this era should be enhanced in thinking skills and creating innovation to society. This research aims to enhance innovative thinking of Thai pre-service teachers. Participants were 128 pre-service teachers who enrolled in the second semester in the academic year 2018 from a university in the northeast of Thailand. Research tools consisted of observation form, interviewing form, and open-ended questionnaires. Participants were divided into 3 groups by large, small, and individual learning. Data were collected and analyzed by qualitative and quantitative explanations and some remarks in the implementation period. Six steps of learning activities consisted of setting goals, brainstorming, innovation design, 4 reflection, teaching strategies, and evaluation. Also, educational innovation had 5 components: instructional media, guideline, online link, application technology, and lesson plans. Instructional media were pop-up, paper mace, slide card, learning cycle, digital media and electronic book. The innovative thinking of large group learning showed the highest score, pop-up fit to small group learning, and digital media was suitable for individual learning.

Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers

Reflective practice has been proved to be a meaningful way of learning about teaching and various aspects of teachers’ work by several studies in different EFL teaching contexts. In Thailand, despite the commonly-reported problems about the English language education program for prospective English teachers, a few studies were conducted on how to improve the situation. By employing the reflective teaching approach, this study reports on how an educator assisted 48 Thai pre-service English teachers to learn how to teach English writing in the Writing Instruction course. The findings from the survey, the teacher-educator’s notes during the course and the focus-group interview showed the considerable success of this teaching approach. Furthermore, the information from the evaluations on micro-teaching performances by the teaching groups, their peers and teacher-educator, and the students’ reflections on their teaching strengths and weaknesses and their plans for reconstructing their teaching revealed some considerations for improvement. This study is thus expected to not only reflect on how teacher-educators are trying to improve the quality of English preservice-teachers in Thailand and to develop their experiences to be life-long learners, but also provide some insights to enhance reflective prospective teachers in other educational settings with similar teaching and learning cultures.

Effects of Integrated Inquiry-based Learning to Improve the Evaluation Ability of Thai Preservice Teachers of English

Effects of Integrated Inquiry-based Learning to Improve the Evaluation Ability of Thai Preservice Teachers of English

Thai Pre-service Teachers’ Aspects of Epistemology and Cognitive Processes for Providing Scientific Inquiry Activities

The study aimed to examine Thai pre-service teachers’ aspects of epistemology and cognitive process for providing scientific inquiry activities. Methodology is qualitative research. The research will interpret Thai pre-service teacher existing aspects of providing scientific inquiry activities through framework of Chinn & Malhotra (2002) epistemology and cognitive processes of scientific inquiry. Participants included 15 science pre-service teachers who enrolled for teaching practices in schools for one year, in Thailand. The questionnaire of Providing Activities for Scientific Inquiry (QASI) and interviewing were tools for interpreting science pre-service teacher existing ideas of providing activities for scientific inquiry. The findings revealed that the most of participants perceived few aspects of cognitive process of scientific inquiry when they gave the ideas of using computer-supported for science teaching. Only three of six aspects of epistemology of scientific inquiry were found from science pre-service teachers’ ideas. These included responses to anomalous data, purpose of research, and theory-data coordination. DOI: 10.5901/mjss.2015.v6n2p465

Thai pre-service science teachers engaging action research during their fifth year internship

As a key element in teacher education programmes, action research is a learning process in which pre-service teachers inquire, reflect on and improve their teaching practices. This qualitative study sought to understand what enhanced or hindered Thai pre-service teachers' action research projects during their student teaching. This study drew upon written reflections, focus-group interviews and observations of seminar sessions. Data analysis was inductive, involving categorical aggregation followed by a search for correspondence and patterns. The results indicated that the pre-service teachers misunderstood action research, and also held a negative attitude toward it, both of which led them to superficial analyses of practice. They struggled with time limitations, data gathering and interpretation strategies. In spite of the struggles they experienced, these pre-service science teachers did learn more about the action research through collaboratively working with cooperating teachers and university supervisors and on-campus seminar discussions held concurrently with the fifth year internship. Recognizing and understanding the reasons and thinking patterns at the root of these teachers' difficulties with learning about action research can form the basis for reflecting on and rethinking the components of science teacher preparation programmes in Thailand.

Using process drama to enhance pre-service teachers’ understanding of science and religion

I report an action research study that aimed at improving Thai pre-service teachers’ understanding of the relationship between science and religion and at assisting them to respond to this issue in a science classroom. The participants were twelve post-grad students pursuing Master of Art in Teaching Science at Kasetsart University. They took a course, Philosophy of Science, taught by the researcher in Semester A, academic year 2007. Process drama is the teaching strategy employed. The students were fully engaged in the process drama; doing research, producing, distributing, and criticizing the drama. Focus group, student journal, and observation were used to gather the data and the data was analyzed using qualitative analysis techniques. The focus groups revealed that the drama could help students reflect on the complexity and sensitivity of the issue. They found there was no inherent conflict between science and religion since they answered different questions and used different methods to achieve their results. However, the conflicts occurred when people were not aware of the basic differences between the two so they justified one on the basis of purpose and method of one another. The pre-service teachers also found consistency between science and Buddhism. They thought that the teachers of science should respond to the conflicts in a respectful, compromising, and neutral manner.