Science and Mathematics Teacher Professional Development :

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Science and Mathematics Teacher Professional
Development A Practical Case in Thailand
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• - The quality of teacher is the key determinant
• for student learning.
• In the field of school and mathematics,
• shortage of quality teachers is a serious
• problem in Thailand.
• A large number of teachers do not have
• sufficient knowledge and skills in organizing
• effective learning activities.

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Pre Service Teacher Training
4 year B.Ed. (Biology, Physics, Chemistry,
Math) 2 year M.Ed. (Sci Ed)
(Math.Ed) 3 year Ph.D. (Science/Math
Education)
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Pre service Teacher Professional Development
Program

• Curriculum Standards
• For a B.Ed program

Non credit Source Bureau of University
Affairs, 2000
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Students Reflection on the Usability of Courses
in the Design Curriculum (Max 5.00)
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Top 5 Usable Courses (Professional)
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• At the present situation less than half of
• science/maths teachers at the secondary
• level hold a degree in their teaching field.

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Percentage of teachers with their major areas
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• - The key answer to this situation is training.
• All concerned agencies have recognized this
• serious need.
• Various attempts have been made to solve
• the problem.

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In Service Training Programs Typically Conducted
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In service Teacher Training 1
Traditionally educational units under the
Ministry of Education regularly, organize
Training workshop to train school teachers
particularly in the field of science and
Mathematics teaching.
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In service Teacher Training 2
Moreover, school budget is also provided for
teachers to encourage them to participate in
training programs organized by other agencies to
increase their knowledge and/or skills for their
better teaching.
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In service Teacher Training 3
Usually, universities are main
contributors /organizer in the programs for the
training of science and mathematics teachers
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In service Teacher Training 4
Particularly the Faculty of science whereby the
organized training programs one emphasized on
contents/subject matters, and the Faculty of
Education whereby the organized training programs
one emphasized on teaching methodologies
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In service Teacher Training 5
The Institute for the Promotion of Teaching
Science and Technology (IPST) established in
1972, is responsible for science, mathematics and
technology curriculum development of the country.
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In service Teacher Training 6
Each major curriculum development / improvement
has always been followed by teacher training
programs to ensure the Effective implementation
of the curriculum.
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In service Teacher Training 7
In addition to these are the training of
master trainers to prepare key personal for the
training of science, mathematics and technology
teachers. Approximately more 5,000 master
trainers have been prepared to cope up with a
large number of teachers all over the country.
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In service Teacher Training 8

• These training programs traditionally cover in
• the curriculum
• teaching-leaning process, with focus on
• - higher order thinking
• - problem solving
• working and learning together
• decision-making
• communication
• application of ICT to the teaching
• application of experiences in multiplier in
  service training

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In service Teacher Training 9
Since it is evident that there is a shortage of
qualified science, mathematics and technology
teachers, there are persistent contributions and
collaboration in teacher professional development
from all concerned.
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In service Teacher Training 10
The Science Society of Thailand under the
Patronage of H.M. the King has been one of major
spearhead in the training of science teachers.
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In service Teacher Training 11
The Society, in collaboration with Faculty of
science of leading universities all over
the country, has launched a series of
training programs for upper secondary
schools science teachers in a number of
consecutive years.
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In service Teacher Training 12
Up to now thousands of science
teachers participated in these trainings and
upper secondary school all over the country
have gained benefits from this program.
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In service Teacher Training 13
The Office of the Education Council is another
agency concerned with teacher professional
development. The Office sets up a project to
identify the so-called outstanding teacher
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In service Teacher Training 14
These outstanding teachers are encouraged to
give training to trainers in their local
areas. Trainers then give training to
school teachers which include those responsible
for science and mathematics teaching.
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The Multiplier In-service Training
Grand
Master trainers trainers
teacher
Master trainers
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Too far from the origin Too dilute of the
solution
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Use of outstanding teachers

• - Identification of outstanding teachers.
• Outstanding teachers give training to selected
• teachers (trainers) in the local areas.
• Trainers give second hand training to other
• teachers.

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Observations

• - Outstanding teachers/trainers can not take
• leaves to give training.
• Participants want to have first hard
• training not second hand one.
• It will be take definite time for more than
• 600,000 teachers over the country to receive
• training.

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The distance training
The technique at this stage, can not be as
effective as the face to face interaction.
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The advantages

• - Advantages utilization of communication
• technology.
• Classes can be monitored/ controlled by
• the master teacher.
• Every teacher get experiences from the same
• trainers.
• Cost effective.
• A great number of teachers can be trained
• at the same time.

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The distance training via satellite program

• - Use of outstanding teachers
• Face to face training of the trainers
• Utilization of the communication technology
• School based approach

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The two tier training
Training of the trainers Training of the
teachers via satellite
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The objectives 1

• The training of the trainers.
• To develop a model workshop for professional
  development of science/mathematics teachers.
• 2. To prepare a member of master teachers and
  lead teachers.

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The objectives 2
The training of teacher. 1. To pilot the
distance training of science/mathematics teachers
via satellite program. 2. To training 4000
science/mathematics teachers. 3. To do research
on the management at the training sites. 4. To
develop a model of distance training program for
science/mathematics teachers.
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The target groups
The training of the trainers - 200
science/mathematics teachers who receive face
to face training at IPST. - They will carry out
the roles of master teachers and mentors in
the delivery of the distance training
program. The training of the teachers - 4000
science/mathematics teachers who receive training
at the training sites via distance training
program.
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The training curriculum

• - A focus on building teacher content
• knowledge in science and mathematics.
• How to organize instruction to emphasize
• a leaving process.
• Activities useful for teachers in teaching
• these subject eg. Mind capture
• Enhancement of pedagogical knowledge
• on innovations in science/mathematics
• teaching.

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The method of training I
1. Training of master teachers - method and
content of the training to work as the
master teacher in the studio 2. Training of lead
teachers - method and content of the
training to work as the mentor at the
training site
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The method of training II
3. Training of teachers - a master trainer
gives training to a live class. - the
training is broadcasted via satellite -
teachers receive training at the training sites.
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The design
The training of trainers
The training of teachers
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The training of trainers
Training workshop for master teachers
Consultant organizes
Training workshop for leader teachers
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The training of teachers
A master teacher conducts training to a number
of teachers at the studio
On air via satellite
At each training site 20 teachers receive training
A leader teacher Works as the mentor
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The training of teachers
Training workshops for master teachers
A master teacher conduct Training at the studio
Consultants organize
Training workshops For leader teachers
On air
A co - ordinator carries out management work
A leader teacher works as the mentor
At each Training site
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The approach In service/On service training
Teachers are required to - study a manual
- learn a broadcasted lesson - perform
assignment during a training session - try
exercises on their real classes - collect
evidence come back to the training class -
discuss among them as well as learn a new lesson
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Manual 1
broadcasted lesson 1 Training
assignment 1
collect evidence
real class exercises 1
discussion 1
Manual 2
broadcasted lesson 2 Training
assignment 2
real class exercises 2
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Class monitoring
The master teacher controls class activities as
planned Participants at the training sites
- perform the same activities as those in the
studio - give feed back to - the
studio (by fax/phone) - network
centers - mentors - classmates
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studio
participant
Network center
mentor
classmate
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Post training evaluation

• will focus on application of knowledge/skills
• acquired from the training to real class
  situations
• only those who pass the test will get certificate

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Cooperation
TV station for distant education (training relay)
(broadcast)
(feedback)
IPST (training operation)
Schools (terminal training center)
Coordinators (technical cooperation)
(form)
Concerned departments agencies (management)
Resource persons (academic support)
(select)
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Evaluation of the distance training program

• Number of enroll participants
• Number of drop out participants
• Teachers perception on usefulness of the
  training
• Quality of participants work submitted to
  mentors
• Number of participants that pass the evaluation
  criteria
• Students learning outcomes that reflect
  competencies of teachers acquired from training

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Prerequisite for Examination
In order to be allowed to take the
examination, a teacher has to meet the
requirement on - Attendance -
Participation - Assignments
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Number of Teachers participated in the training
program
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It can be said that various attempted have been
made for the promotion of science and mathematic
professional development of teachers in
Thailand. However actual application seriously
performed by trained teachers remains to be seen.
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This may be explained by a number of constraints
such as - the haste in which teachers try to
complete the lessons - the students interest in
learning through there processes - peoples
concern over the university entrance examination
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The Question Are most teachers actually doing
nowadays, - applying techniques and procedures
to encourage student creativity, problem
solving ability etc., or - still using the
tutorial method to prepare students for the
entrance examination?
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Thank You.