A Study on How Migrant Learning Centers Located in Maesot Area on the Thai-Myanmar Border Improve Teacher Professional Development with the Establishment of a Teaching Resource Center
| Autor: | WU, PEI-HSUAN, 吳佩璇 |
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| Rok vydání: | 2019 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 107 Migrant learning centers in Maesot area on the Thai-Myanmar border are unique education institutions in Thailand. Although they are located inside Thailand, the teachers and students of the school are all from Myanmar. They teach in Burmese and use the Burmese curriculum. The migrant community move frequently due to the change of political situation and labor market. Most of the school teachers didn’t receive enough training and often have low level of education. Glocal Action, a NGO from Taiwan, has established a teaching resource center with local partners to improve teacher professional development. This study is a case study developed from the practice of field work. It provides a detailed record of the local teacher professional development and how to improve it through the establishment of ‘”Teaching Resource Center”. TRC provides training and resources that help to improve teachers' general knowledge and educational expertise. The training brings changes in teaching methods and school curriculum. Resources provided by TRC promote personal learning activities which expand the subject knowledge and general knowledge of teachers. Another advantage beyond measure is the social capital of the migrant learning center community. It forms the teacher professional development concepts in the point of view of local teachers, which accumulate the capacity of teacher professional development in migrant community. As a way to respond to the professional development of local teachers, TRC provides three strategies for teacher professional development. By connecting resources to conduct cross-school teacher professional develop activities, accumulate social capital of each school and make effective use of resources. Secondly, develop training lessons suitable for migrant schools and provide a platform for local teachers to play an important role to guide the develop of teacher profession. Finally, provide resources for individual learning activities so that local teachers can motivate their independent learning abilities. The researcher found that the difficulties in the operation of TRC are management, goals, resources and external factors. In response to these difficulties, the researcher proposes to promote the right people and keep long-term management, accompany stably and communicate equally with local teachers, promote TRC actively and establish more network. Empower TRC managers and the community to take responsibility, combine with their practical experience and the understanding of local needs to achieve the goal is also important. Also TRC is expected to open to community members or out-of-school youth and children in the future. In this case, the effectiveness of TRC can be continuously tracked. In addition to assisting teachers in professional development, will TRC lead to the development of the overall migrant community? Is the same project suitable for other migrant areas or vulnerable areas? These are all worth to conduct in future research. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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