Publication: Patterns and guidelines for the individual development of new generation teachers
Issued Date
2021-01-01
Resource Type
ISSN
24523151
Other identifier(s)
2-s2.0-85106956046
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Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
Kasetsart Journal of Social Sciences. Vol.42, No.2 (2021), 301-306
Suggested Citation
Jatuporn Wisitchotiaungkoon, Nawarat Phlainoi Patterns and guidelines for the individual development of new generation teachers. Kasetsart Journal of Social Sciences. Vol.42, No.2 (2021), 301-306. doi:10.34044/j.kjss.2021.42.2.13 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/79114
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Title
Patterns and guidelines for the individual development of new generation teachers
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Abstract
The purpose of this qualitative research was to examine the patterns of individual development of new generation teachers and to propose guidelines for new generation teacher development to meet the characteristics of quality teachers in Thai social context. 19 new generation teachers teaching at primary level under Educational Service Area office in the central region of Thailand were purposively selected to be the samples of the study. The research included a documentary review and data synthesis. Data collection was conducted through an in-depth interview method and the findings were presented based on the key points relevant to individual development of qualified new generation teachers and guidelines to develop new generation teachers to meet the characteristics of quality teachers. The findings revealed that a quality teacher had individual development path of the quality teacher in an order of learning through life experiences and education during various periods as follows: (1) childhood life pattern, the basis to become a governmental employee, (2) teacher preparation institution as a teaching source, (3) teacher development institutions and development patterns in educational service area level and (4) quality development of teachers in schools. The conclusion of the study linked to the guidelines for the individual development of new generation teachers. It was recommended that the teacher preparation institutions should focus on an effective internship for the teaching profession, the induction year of the teacher development process, and the schools should promote professional learning communities.