Search results for: Thailand
Page 1/1 6 items
Using Critical Incidents and E-Portfolios to Understand the Emergent Practice of Japanese Student-Teachers of English
This article aims to describe the nature of emergent practice arising from conflicts student-teachers experienced in a teaching practicum and its implications for teacher learning. The authors used critical incident (CI) writing in ePortfolios as a means for student-teachers to record conflicts experienced and what was learned from them. The authors identified new teaching principles students developed through this experience. Furthermore, the authors also identified techniques and strategies they felt helped them teach effectively at their schools. Lastly, the critical incident also gives a view into the teaching principles, strategies, and world-view which comprise student-teacher emergent practice. The authors also regard the issue of theory to practice.
Updated: Apr. 22, 2018
The prime focus of the article is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and social forces. It reviews the long attempt to transform teacher education in Thailand. The author concludes that at present, Teaching and Teacher Certificates, together with their respective approval processes, have been operated under the Teacher Council of Thailand (TCT)’s close supervision throughout Thailand. The author argues that to be effective as a Thai teacher, one must not only yield uncritically to TCT’s standards, but must also be able to engage wholeheartedly in the field research that relates their knowledge on pedagogic principles to the understanding of Thai education and social issues.
Updated: Nov. 17, 2015
The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Updated: Jan. 01, 2014
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.
Updated: Dec. 25, 2013
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
This article examines the effectiveness of teacher education programs from fifteen countries with respect to mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as cognitive outcomes after equalizing their teacher intake. Data from the comparative TEDS-M study revealed that the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of primary teachers differed significantly at the end of teacher education between the participating countries and between teacher education programs within countries.
Updated: Oct. 29, 2013
The current research examined how students in foundation English classes perceive their Thai and native-speaking teachers. The authors aimed to explore three areas: (1) students' previous background in English-language learning, (2) students' general opinions and preferences for studying English with Thai or native-speaking teachers, and (3) student perceptions of studying with their current English teachers.
Updated: Jun. 18, 2011