Exploring Thai Teachers' Perspectives on Evidence-informed Practices in Inclusive Early Childhood Education
Issued Date
2022-11-01
Resource Type
ISSN
03135373
Scopus ID
2-s2.0-85166563101
Journal Title
Australian Journal of Teacher Education
Volume
47
Issue
11
Start Page
54
End Page
72
Rights Holder(s)
SCOPUS
Bibliographic Citation
Australian Journal of Teacher Education Vol.47 No.11 (2022) , 54-72
Suggested Citation
Agbenyega J.S., Lane D., Klibthong S. Exploring Thai Teachers' Perspectives on Evidence-informed Practices in Inclusive Early Childhood Education. Australian Journal of Teacher Education Vol.47 No.11 (2022) , 54-72. 72. doi:10.14221/1835-517x.5731 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/88323
Title
Exploring Thai Teachers' Perspectives on Evidence-informed Practices in Inclusive Early Childhood Education
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers' perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings suggesting teachers value evidence-informed teaching. Still, they need to gain more skills in identifying, analysing and using evidence from relevant academic journals in their professional context. In addition, teachers' endeavours to access and use scholarly resources were also inhibited by a lack of professional skills, time, and support from school leadership. The findings validate Cognitive Apprenticeship Theory suggesting the need for research skills training and including teachers as co-constructors of research knowledge. These processes can lead schools to better integrate research into practice in early childhood educational settings.