Professional development for primary science teaching in Thailand: knowledge, orientations, and practices of professional developers and professional development participants

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Professional development for primary science teaching in Thailand: knowledge, orientations, and practices of professional developers and professional development participants

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4667

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dc.contributor.advisor Abell, Sandra K. en
dc.contributor.author Musikul, Kusalin en_US
dc.coverage.spatial Thailand
dc.date.accessioned 2010-01-12T18:40:01Z
dc.date.available 2010-01-12T18:40:01Z
dc.date.issued 2007 en_US
dc.date.submitted 2007 Spring en
dc.identifier.other MusikulK-031609-D6484 en_US
dc.identifier.uri http://hdl.handle.net/10355/4667
dc.description The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. en_US
dc.description Title from title screen of research.pdf file (viewed on March 23, 2009) en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Thesis (Ph.D.) University of Missouri-Columbia 2007. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction. en_US
dc.description.abstract The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study demonstrates the nature of PD in the context of Thailand in a holistic view to understand knowledge, orientation, and implementation of professional developers and professional development participants. Furthermore, the findings have implications for professional development and professional developers in Thailand and include worldwide with respect to promoting sustain and intensive professional development and developing professional developers. en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2007 Freely available dissertations (MU) en_US
dc.subject.lcsh Science -- Study and teaching (Elementary) en_US
dc.subject.lcsh Laboratory schools en_US
dc.subject.lcsh Teachers en_US
dc.title Professional development for primary science teaching in Thailand: knowledge, orientations, and practices of professional developers and professional development participants en_US
dc.type Thesis en_US
thesis.degree.discipline Learning, teaching and curriculum en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph.D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b66670251 en_US
dc.identifier.oclc 316855658 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2007 Dissertations


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