Not Part of the Teacher Education Reform: Perceptions of Thai Pre-Service Teachers

Autor/inn/en	Loo, Daron Benjamin; Sairattanain, Jariya
Titel	Not Part of the Teacher Education Reform: Perceptions of Thai Pre-Service Teachers
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 49 (2023) 3, S.431-444 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loo, Daron Benjamin) ORCID (Sairattanain, Jariya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2081070
Schlagwörter	Foreign Countries; Preservice Teachers; Student Attitudes; Preservice Teacher Education; Educational Change; Educational Policy; Thailand + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Politics of education; Bildungspolitik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01