Literaturnachweis - Detailanzeige
Autor/inn/en | Tandamrong, Aunyarat; Parr, Graham |
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Titel | Negotiating Learner-Centred Education as a National Mandate: A Case Study of EFL Teachers in Thai Universities |
Quelle | In: Pedagogy, Culture and Society, 32 (2024) 1, S.183-199 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Parr, Graham) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1468-1366 |
DOI | 10.1080/14681366.2022.2025543 |
Schlagwörter | Student Centered Learning; Dialogs (Language); Teaching Methods; Faculty Development; Foreign Countries; Case Studies; Language Teachers; College Faculty; English (Second Language); Second Language Learning; Second Language Instruction; Sociocultural Patterns; Teacher Attitudes; Institutional Characteristics; Universities; Educational Policy; Student Diversity; Personal Autonomy; Learning Processes; Thailand Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Lehrerverhalten; University; Universität; Politics of education; Bildungspolitik; Individuelle Autonomie; Learning process; Lernprozess |
Abstract | In 1999, the western concept of 'Learner-Centred Education' (LCE) was nationally mandated for schools and universities across Thailand. Most early research into this mandate portrayed Thai teachers in deficit terms, suggesting they were unwilling or unable to implement government policy. Such studies often underappreciated the range of cultural, institutional, and historical factors that were mediating the teachers' practices. This narrative-based qualitative case study reflexively investigates how four university teachers of English as a Foreign Language (EFL) from three contrasting universities in Thailand negotiated socio-cultural and institutional factors to successfully implement the national mandate of LCE. The study analyses a range of narrative-based qualitative data to show how the teachers were able to differentiate teaching approaches, respect student diversity and independence, and promote dialogic teaching and learning. It also argues for the importance of ongoing professional learning to support teachers' implementation of LCE. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |