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Negotiating learner-centred education as a national mandate: a case study of EFL teachers in Thai universities.

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Title: Negotiating learner-centred education as a national mandate: a case study of EFL teachers in Thai universities.
Authors: Tandamrong, Aunyarat1, Parr, Graham2 graham.parr@monash.edu
Source: Pedagogy, Culture & Society. Jan2024, Vol. 32 Issue 1, p183-199. 17p.
Subject Terms: *English as a foreign language, *English teachers, *Universities & colleges, *Professional education
Geographic Terms: Thailand
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. [ABSTRACT FROM AUTHOR]
Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Tandamrong%2C+Aunyarat%22">Tandamrong, Aunyarat</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Parr%2C+Graham%22">Parr, Graham</searchLink><relatesTo>2</relatesTo><i> graham.parr@monash.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Jan2024, Vol. 32 Issue 1, p183-199. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14681366.2022.2025543
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        Text: English
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      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: English teachers
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      – SubjectFull: Universities & colleges
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      – SubjectFull: Thailand
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              Text: Jan2024
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