PROPOSED TEACHER TRAINING FOR PRIMARY SCHOOL TEACHERS OF ENGLISH IN THAILAND Steven Graham Language Center Udon Thani Rajabhat University Thailand

PROPOSED TEACHER TRAINING FOR PRIMARY SCHOOL TEACHERS OF ENGLISH IN THAILAND Introduction Introduction Basic Education in Thailand Basic Education in Thailand Proposed Teacher Training Proposed Teacher Training Discussion Discussion

INTRODUCTION Dr. Somwung Pitiyanuwat, the Director of ONESQA stated in an interview in the Bangkok Post (Johnson 2006) that out of the 40,000 schools in Thailand that had been assessed so far, 30,000 were in a “qualitative coma.” Dr. Somwung Pitiyanuwat, the Director of ONESQA stated in an interview in the Bangkok Post (Johnson 2006) that out of the 40,000 schools in Thailand that had been assessed so far, 30,000 were in a “qualitative coma.”

INTRODUCTION Unqualified English Language Teachers Unqualified English Language Teachers Learner-Centered Curriculum Learner-Centered Curriculum Large Classes Large Classes Limited Resources Limited Resources Reluctance to Try New Methodologies Reluctance to Try New Methodologies

BASIC EDUCATION IN THAILAND Thai learners think that English is too challenging for them to be competent due to: L1 interference. L1 interference. Lack of opportunities to use English outside the classroom. Lack of opportunities to use English outside the classroom. English lessons not challenging enough. English lessons not challenging enough. Being passive learners. Being passive learners. Too shy to speak English with classmates. Too shy to speak English with classmates. Lack of responsibility for their own learning. Lack of responsibility for their own learning. Wiriyachitra (2002)

BASIC EDUCATION IN THAILAND Culturally biased seniority system Culturally biased seniority system Shyness Shyness An over-emphasis on accuracy An over-emphasis on accuracy An ingrained attachment to rote memorization. An ingrained attachment to rote memorization. Mackenzie (2002)

BASIC EDUCATION IN THAILAND The relationships between teacher education, teachers’ beliefs and classroom practice: May be powerfully influenced (positively or negatively) by teachers’ own experiences as learners and well established by the time teachers go to university (Lortie 1975). May be powerfully influenced (positively or negatively) by teachers’ own experiences as learners and well established by the time teachers go to university (Lortie 1975). Strongly influence what and how teachers learn during teacher education. Strongly influence what and how teachers learn during teacher education. May outweigh the effects of teacher education in influencing what teachers do in the classroom (hence the old adage; “teachers teach as they are taught, not as they are taught to teach). May outweigh the effects of teacher education in influencing what teachers do in the classroom (hence the old adage; “teachers teach as they are taught, not as they are taught to teach). Phipps and Borg (2007)

BASIC EDUCATION IN THAILAND The relationships between teacher education, teachers’ beliefs and classroom practice: Can be deep-rooted and resistant to change (Pickering 2005). Can be deep-rooted and resistant to change (Pickering 2005). Can exert a persistent long-term influence on teachers’ instructional practices. Can exert a persistent long-term influence on teachers’ instructional practices. Are, at the same time, not always reflected in what teachers do in the classroom. Are, at the same time, not always reflected in what teachers do in the classroom. Phipps and Borg (2007)

PROPOSED TEACHER TRAINING Numbers

PROPOSED TEACHER TRAINING The Ministry of Education’s ELT strategies To develop teachers’ English language skills and equip them with English language teaching tools. To develop teachers’ English language skills and equip them with English language teaching tools. To encourage schools to develop its English language teaching and learning methods. To encourage schools to develop its English language teaching and learning methods. To provide students English language skills that can be adapted to more various situations. To provide students English language skills that can be adapted to more various situations. British Council (2006)

PROPOSED TEACHER TRAINING The Ministry of Education’s ELT strategies To strengthen English language teaching and learning resources and network so that the network can accomplish its mission. To strengthen English language teaching and learning resources and network so that the network can accomplish its mission. To develop teaching methodology and evaluation for English language classes with modern instruction media. To develop teaching methodology and evaluation for English language classes with modern instruction media. British Council (2006)

PROPOSED TEACHER TRAINING The dangers of short in-service courses Teachers Teachers resist the new ideas because they feel they have been unfairly attacked for using old-fashioned methods and materials. resist the new ideas because they feel they have been unfairly attacked for using old-fashioned methods and materials. fear and reject the new ideas because they see them as a threat to the self esteem and security they have built up over many years. fear and reject the new ideas because they see them as a threat to the self esteem and security they have built up over many years. dissociate themselves from the new ideas for fear of being seen as radical and subversive by the authorities in their system. dissociate themselves from the new ideas for fear of being seen as radical and subversive by the authorities in their system. Tomlinson (2002)

PROPOSED TEACHER TRAINING The dangers of short in-service courses Teachers Teachers are persuaded to try the new ideas and then feel guilty when they abandon them after their initial failures to apply them successfully in the classroom. are persuaded to try the new ideas and then feel guilty when they abandon them after their initial failures to apply them successfully in the classroom. are so convinced of the value of the new wisdom that they rush back to their schools with revolutionary zeal and unthinkingly impose methods and materials from their in-service course on the bewildered students before having to revert to their old approach when the received supply of materials and ideas run out. are so convinced of the value of the new wisdom that they rush back to their schools with revolutionary zeal and unthinkingly impose methods and materials from their in-service course on the bewildered students before having to revert to their old approach when the received supply of materials and ideas run out. become total converts to the new approach and fail to see the inappropriacy of some of its aspects to the realities of their teaching situation. become total converts to the new approach and fail to see the inappropriacy of some of its aspects to the realities of their teaching situation. Tomlinson (2002)

PROPOSED TEACHER TRAINING Problem prevention rather than problem solving by: Establishing collaborative supervisory roles in a non threatening working environment. Establishing collaborative supervisory roles in a non threatening working environment. Involving teachers in the design and execution of the seminars. Involving teachers in the design and execution of the seminars. Short task based seminars allowing for teacher participation. Short task based seminars allowing for teacher participation. Classroom observations. Classroom observations. Presenting high quality or innovative work as a way of recognition. Presenting high quality or innovative work as a way of recognition. Questionnaire regarding teacher development. Questionnaire regarding teacher development. Mitsaki (2007)

PROPOSED TEACHER TRAINING In order for teachers to keep up with current trends the following components must be included in the syllabus: Language Development. Language Development. Current trends in language teaching and learning. Current trends in language teaching and learning. Effective ways of using teaching and learning materials. Effective ways of using teaching and learning materials. Methodology in language teaching. Methodology in language teaching. Assessment and evaluation. Assessment and evaluation. Prapphal (2005)

PROPOSED TEACHER TRAINING The need to recognise the following problem areas: Initial planning. Initial planning. Designing basic classroom procedures. Designing basic classroom procedures. Using effective language. Using effective language. Balancing the whole instructional programme. Balancing the whole instructional programme. Integrating with the rest of the staff. Integrating with the rest of the staff. Van Theilen (1993)

DISCUSSION Mentor System Mentor System Class Centred and Learner Centred Class Centred and Learner Centred Materials Materials Elicitation Elicitation Culture and Religion Culture and Religion Cascading of Knowledge Cascading of Knowledge

PROPOSED TEACHER TRAINING FOR PRIMARY SCHOOL TEACHERS OF ENGLISH IN THAILAND Steven Graham Language Center Udon Thani Rajabhat University Thailand Are there any questions?