Negotiating Learner-Centred Education as a National Mandate: A Case Study of EFL Teachers in Thai Universities

Autor/inn/en	Tandamrong, Aunyarat; Parr, Graham
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01