The Implementation Of Pre-service Training Policies For Primary And Secondary School Teachers In Thailand

As the major participants in educational activities,teachers are crucial for improving the quality of education.Thai government has always placed great importance on the quality of teacher training and considers it as a key focus of pre-service teacher education policies in Thailand.Although a series of policies have been formulated by the Thai government to regulate pre-service teacher training,little is known about the implementation and effectiveness of these policies.This study aims to investigate the current implementation status of pre-service teacher education policies in Thailand for primary and secondary school teachers,identify obstacles and constraints during policy implementation,and provide solutions for effective implementation of pre-service teacher education policies in Thailand.The study first clarifies research questions through a review of existing literature and constructs a research framework based on relevant policy implementation theories.Secondly,from both historical and current perspectives,it analyzes the status of pre-service teacher training policies from their introduction to their actual implementation at various institutions.Then three universities-Chulalongkorn University,Rajabhat Chiang Mai University,and Bangkok Thonburi University-are selected as case samples to specifically analyze how the policies are implemented at university level,what progress has been made,and what problems still exist.In addition,an analysis is conducted on the effectiveness of policy implementation through questionnaire surveys and semi-structured interviews.The questionnaire survey is targeted graduating student teachers as well as those who have graduated within the past three years.It mainly investigates objective effects such as improvements in teaching objectives,curriculum content,course instruction under policy implementation;subjective effects such as effects on student teachers’ professional knowledge and skills;as well as factors influencing policy implementation effectiveness.Semi-structured interviews are conducted with training institutions,potential employers,intraining student teachers,and new graduates under new training models,to gain deeper insights into policy effectiveness issues.The study finds that Thai primary and secondary school teacher pre-service training policies have clearly defined directions regarding curriculum content,discipline structure,instructional strategies,faculty resources,learning outcomes,and graduate characteristics.Training institutions have formulated training plans for student teachers based on policy standards and their own institutional characteristics.These plans are reviewed and approved by internal and external experts,the Office of Higher Education Commission in Thailand,and the Thailand Teachers’ Council before being implemented.Case universities have taken a series of measures based on the policy implementation,such as adjusting training models for student teachers to enhance standardization in the training process.From the perspective of policy effects,the results of questionnaire surveys show that teacher training currently achieves high levels of target achievement,content appropriateness,and resource satisfaction.Under policy implementation,student teachers demonstrate high levels of professional knowledge and competence.This indicates that pre-service teacher education policies in Thailand have achieved good results to some extent.From within the group,it is found that policy implementation effects differ significantly according to gender,status,duty area,length of service,type of institution they come from,and teaching schools they serve at.Factors such as faculty level,facility support,and curriculum instruction setting,and arrangement are found to significantly influence policy implementation effects.Data also shows that current policy implementation mainly focuses on resource support at institutions while faculty level capability and curriculum instruction still need improvement.Semi-structured interviews indicate that training institutions have adjusted regarding to objectives,course management,and instructional management based on policies,resulting in improvements in pre-service teacher education quality.Although research shows that pre-service teacher education policies for primary and secondary school teachers in Thailand have achieved good results,it is important not to overlook issues arising during policy implementation,such as lack of continuity,inadequate national investment,increased burden on teachers,low teacher salaries,and insufficient practical experience time for students.Addressing these problems requires Thai authorities to draw insights from pre-service teacher education policies and models from other countries,collaborate with each other towards improving pre-service teacher education policies,and enhance continuity between policy making and implementation.It is also important to listen to opinions from grassroots teachers and students,establish a communication platform for consultation among education authorities,teacher training institutions,and teaching schools,continuously optimize the policy implementation process,and enhance the effectiveness of policy implementation.