Browsing by Author "Pornluck Intamra"

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    A Study of guideline for Reforming Training Program for Pre-service Preschool Teachers, In-service Preschool Teachers, Caregivers, and Teacher Assistants
    (ครุศาสตร มหาวิทยาลัยราชภัฏมหาสารคาม, 2021) Phornchulee Lungka; Chanasuek Nichanong; Wilailak Langka; Nisarat Issaramanorose; Pornluck Intamra; Poonyawee Chiropasworrapong; Ua-aree Janthon
    This research aims to study the preparation and development guidelines of early childhood curriculums, including caregiver and teacher assistant training program. The research operation separated into three parts: 1) The knowledge synthesis of early childhood preparation and development systems in Thailand, and six foreign countries, namely The United States of America, England, New Zealand, Japan, Philippines, and Hong Kong ; 2) The developmental guideline studies of early-years curriculums and teaching methodologies for preschool teachers, caregivers, and teacher assistants; 3) The recommendation for Equitable Education Fund (EEF), using as part of the reformation in preschool teacher preparation and development, providing the recommendations for creating the prototypical patterns of preparation and development for the preschool teachers and other personnel. For the qualitative data, the interview information was collected from 101 people who were early years educational specialists, kindergarten executives, preschool teachers, parents. The quantitative data was gathered by using a questionnaire, there were 1,044 responders in six regions of Thailand including the school administrators, preschool teachers, caregivers, and teacher assistants. The quantitative data were analyzed by descriptive statistics and Modified Priority Needs Index (PNI Modified) to forecast and analyze the expected and actual condition. The qualitative data were analyzed by content analysis. The results found that there were four periods of reformation in early childhood development for preschool teachers of Thailand during the last two decades. There were similar and different systems for preparation and development of preschool teachers in six countries. Moreover, the recommendations of preschool teacher preparation, consisting of 12 areas.
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    Guidelines for Enhancing Early Childhood Teacher Preparation and Development in Higher Education Institutions in Thailand
    (Research and Development Institute Suan Dusit University, 2021) Phornchulee Lungka; Sittiporn Iamsen; Wilailak Langka; Nisarat Issaramanorose; Pornluck Intamra; Poonyawee Chiropasworrapong; Ua-Aree Janthon; P. Lungka; Faculty of Education, Suan Dusit University, Bangkok, 10300, Thailand; email: poundy40@hotmail.com
    This research aims to study the preparation and development of early childhood teachers in Thai higher education institutions. Overall, the study established the guidelines and the policy proposals for enhancing the Òpreparation and developmentÓ of early childhood teachers in Thai higher education institutions; following the Standard of the National Early Childhood Development Institution. Both quantitative and qualitative data were collected with relevant groups and stakeholders in the process of preparation and development of early childhood teachers in 4 regions, the data were conducted in 2020. The participants were (1) Administrators or lectures, accountable for producing early childhood teachers, in the higher institutes in 4 regions, (2) Students in Early Childhood Education Programs, (3) School authority, mentors, student teachers, (4) Graduated in Early Childhood Education Programs, (5) Representatives from 4 relevant Ministries, (6) Early Childhood Teachers in different affiliations, (7) Senior experts in policymaking, and (8) Specialist in early childhood teacher preparation and development. The research tools included interviews, group discussions, data record forms, and the questionnaires of management and organising learning experiences for early childhood development according to the Standard of the National Early Childhood Development Institute. The qualitative data analysis was made using content analysis. The quantitative data were analyzed by descriptive statistics and inference statistics using One Way ANOVA statistical analysis, the correlation analysis, and confirmatory factor analysis (CFA). The results of the research revealed that early childhood teacher preparation conditions of higher education institutions in Thailand can be classified into 8 areas. The findings revealed that early childhood teachers in different affiliations had developed relevant knowledge, understandings and strengthening the competency in organising activities for early childhood development. However, there are several challenges facing the teachers to meet the requirements. © 2021, Research and Development Institute Suan Dusit University. All rights reserved.
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    Guidelines for Enhancing Early Childhood Teacher Preparation and Development in Higher Education Institutions in Thailand
    (Graphicsite, 2023-05-07) Phornchulee Lungka; Sittiporn Iamsen; Wilailak Langka; Nisarat Issaramanorose; Pornluck Intamra; Poonyawee Chiropasworrapong; Ua-aree Janthon
    This research aims to study the preparation and development of early childhood teachers in Thai higher education institutions. Overall, the study established the guidelines and the policy proposals for enhancing the “preparation and development” of early childhood teachers in Thai higher education institutions; following the Standard of the National Early Childhood Development Institution. Both quantitative and qualitative data were collected with relevant groups and stakeholders in the process of preparation and development of early childhood teachers in 4 regions, the data were conducted in 2020. The participants were (1) Administrators or lectures, accountable for producing early childhood teachers, in the higher institutes in 4 regions, (2) Students in Early Childhood Education Programs, (3) School authority, mentors, student teachers, (4) Graduated in Early Childhood Education Programs, (5) Representatives from 4 relevant Ministries, (6) Early Childhood Teachers in different affiliations, (7) Senior experts in policymaking, and (8) Specialist in early childhood teacher preparation and development. The research tools included interviews, group discussions, data record forms, and the questionnaires of management and organising learning experiences for early childhood development according to the Standard of the National Early Childhood Development Institute. The qualitative data analysis was made using content analysis. The quantitative data were analyzed by descriptive statistics and inference statistics using One Way ANOVA statistical analysis, the correlation analysis, and confirmatory factor analysis (CFA). The results of the research revealed that early childhood teacher preparation conditions of higher education institutions in Thailand can be classified into 8 areas. The findings revealed that early childhood teachers in different affiliations had developed relevant knowledge, understandings and strengthening the competency in organising activities for early childhood development. However, there are several challenges facing the teachers to meet the requirements.