ABSTRACTLEARNING A NEW APPROACH TO TEACH IN A TRADITIONAL CONTEXT:A CASE OF THAI PRIMARY SCHOOL TEACHERS MAKING FUNDAMENTAL CHANGES IN THEIR PRACTICEByBenjalug NamfaThis study examined a unique professional development model and its contribution toteachers' practice. The study also sought to understand the process of teacher learning as teachersmade fundamental changes in their teaching. The new model of professional development wasimplemented in the context of the Social Forestry, Education and Participation (SFEP) project.The study examined the contributions of different components of the professional developmentintervention and the process of change that teachers went through as they tried to transform theirteaching.The kinds of changes advocated by the SFEP project represent a radical departure fromtraditional Thai teaching which is teacher-centered, textbook based and test-driven. To helpteachers move from these practices to more student-centered, community-based and inquiry-oriented teaching, the project designed a new kind of professional development program. Thisprogram combined a "teacher-as-learner" workshop with classroom support by supervisors andregular teacher meetings.The study found that the three components provided different learning opportunities forteachers. The intensive workshop provided a chance for teachers to experience the same kinds oflearning opportunities which they would later provide for their students. Supervisory follow-upsupport played a different but equally important role in teachers' learning and change.Supervisors helped teachers clarify their role in guiding student learning. They served as a mirror,helping teachers see more clearly what was going on and to think about what they needed to do toimprove the quality of student learning. The teacher meetings provided collegial support forteachers to share and solve problems together. They enabled teachers to use their colleagues asresources in refining their practice.Teacher change is an ongoing process that consumes time and involves learning. In-depthcase studies of two teachers provided insights about the content and process of teacher learning.Both teachers had to change their beliefs and their practices. In the first stage teachers transferredactivities from the workshop into the classroom without rethinking their role. In the second stage,teachers learned to pay close attention to students as a basis for figuring out appropriate ways tohelp them learn.The study has implications for policy makers and staff developers. To make suchfundamental changes in teaching and learning, the professional development interventionprovided to teachers has to fit with the goals of the reform initiative. The supervisor's role needsto change to be able to provide appropriate help to teachers while they experiment with newteaching in their classrooms. An alternative to supervisors (or in conjunction with a role change)could be the development of "mentor teachers" to provide supportive assistance to targetedteachers. Expansion of a project like this requires creating an infrastructure of support andguidance to help new teachers. Finally project teachers need help to deepen their understanding ofsubject matter and pedagogical knowledge. They need to learn how to help other teachers makebasic changes in their teaching.
Read
