Professional development : experiences of English teachers at Primary level in Thailand
This aim of this qualitative research study was to suggest an initiative for promoting professionalism in English language teaching of primary teachers, who work in rural small schools in Thailand. This study was conducted in two phases; Phase I and Phase II. By adopting convenience or opportunity sampling, ten primary teachers in one educational service area office volunteered to take part in this study. Grounded theory (Corbin & Strauss, 1998; Newby, 2010) was adopted for data analysis. In Phase I, data were collected from semi-structured interviews and from supplementary data sources (i.e. research journals and classroom observations). The results suggested that (1) teachersâ inadequate knowledge of English, (2) their difficulty in using the English textbooks available, (3) a problem with materials and equipment, (4) studentsâ knowledge of English, (5) teachersâ heavy workloads, and (6) the impact of national examinations on regular classroom learning were factors contributing to their difficulty in teaching. Moreover, the results suggested that INSET programmes failed to promote their professionalism in English language teaching, and the teachersâ comments on those programmes also provided valuable
Puangsuk, Oranuch
LB1501 Primary Education
Professional development : experiences of English teachers at Primary level in Thailand. This aim of this qualitative research study was to suggest an initiative for promoting professionalism in English language teaching of primary teachers, who work in rural small schools in Thailand. This study was conducted in two phases; Phase I and Phase II. By adopting convenience or opportunity sampling, ten primary teachers in one educational service area office volunteered to take part in this study. Grounded theory (Corbin & Strauss, 1998; Newby, 2010) was adopted for data analysis. In Phase I, data were collected from semi-structured interviews and from supplementary data sources (i.e. research journals and classroom observations). The results suggested that (1) teachersâ inadequate knowledge of English, (2) their difficulty in using the English textbooks available, (3) a problem with materials and equipment, (4) studentsâ knowledge of English, (5) teachersâ heavy workloads, and (6) the impact of national examinations on regular classroom learning were factors contributing to their difficulty in teaching. Moreover, the results suggested that INSET programmes failed to promote their professionalism in English language teaching, and the teachersâ comments on those programmes also provided valuable
professional_development experience english_teacher primary level thailand aim qualitative_study suggest initiative promote professionalism english_language teach primary teacher work rural small school thailand study_conduct two_phase phase phase adopt convenience opportunity sampling primary teacher educational service area office volunteer take_part study grounded theory and adopt data_analysis phase data_collect semi_structured_interview supplementary data_source journal classroom_observation suggest teacher inadequate knowledge english difficulty use english textbook available problem material equipment student knowledge english_teacher heavy impact national examination regular classroom learn factor_contribute difficulty teaching moreover suggest inset programme fail promote professionalism english_language teaching teacher comment programme also_provide valuable