Thai teachers’ self-assessment and student perceptions on the practice of autonomy

© 2018 Kasetsart University This paper aims to share the classroom observation findings from a study that previously revealed positive beliefs of secondary school teachers and learners in Bangkok regarding various aspects of autonomous learning in the Thai culture of learning. The earlier findings d...

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Main Authors: Sumittra Suraratdecha, Chamaipak Tayjasanant
Other Authors: Kasetsart University
Published: 2019
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Online Access:https://repository.li.mahidol.ac.th/handle/123456789/47440
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spelling th-mahidol.474402019-08-28T14:08:04Z Thai teachers’ self-assessment and student perceptions on the practice of autonomy Sumittra Suraratdecha Chamaipak Tayjasanant Kasetsart University Mahidol University Social Sciences © 2018 Kasetsart University This paper aims to share the classroom observation findings from a study that previously revealed positive beliefs of secondary school teachers and learners in Bangkok regarding various aspects of autonomous learning in the Thai culture of learning. The earlier findings disclosed their beliefs in support of an autonomous learning approach regarding the roles of language teachers and learners, willingness to engage in activities and decision-making relevant to language classroom arrangements both in- and outside the classroom. It is thus worth seeing how these beliefs are translated into practice. This study investigates how teachers self-evaluated their application of autonomous learning in classrooms based on the reflective teaching concept, compared to their students' perception. The sample included 19 teachers and 632 students from 19 secondary schools in Bangkok, who volunteered to complete an evaluation form at the end of the observed lessons. The findings suggest an inconsistency between the teachers’ beliefs and practices. Additionally, they rated their implementation relatively higher than their students. The study sheds light on how teacher educators and policy makers can further assist in reducing barriers so that the practice of autonomous learning in secondary education in Bangkok and in Thailand may become achievable. 2019-08-28T07:08:04Z 2019-08-28T07:08:04Z 2018-01-01 Kasetsart Journal of Social Sciences. (2018) 10.1016/j.kjss.2018.08.003 24523151 2-s2.0-85052925765 https://repository.li.mahidol.ac.th/handle/123456789/47440 Mahidol University SCOPUS https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85052925765&origin=inward
institution Mahidol University
building Mahidol University Library
continent Asia
country Thailand
Thailand
content_provider Mahidol University Library
collection Mahidol University Institutional Repository
topic Social Sciences
spellingShingle Social Sciences
Sumittra Suraratdecha
Chamaipak Tayjasanant
Thai teachers’ self-assessment and student perceptions on the practice of autonomy
description © 2018 Kasetsart University This paper aims to share the classroom observation findings from a study that previously revealed positive beliefs of secondary school teachers and learners in Bangkok regarding various aspects of autonomous learning in the Thai culture of learning. The earlier findings disclosed their beliefs in support of an autonomous learning approach regarding the roles of language teachers and learners, willingness to engage in activities and decision-making relevant to language classroom arrangements both in- and outside the classroom. It is thus worth seeing how these beliefs are translated into practice. This study investigates how teachers self-evaluated their application of autonomous learning in classrooms based on the reflective teaching concept, compared to their students' perception. The sample included 19 teachers and 632 students from 19 secondary schools in Bangkok, who volunteered to complete an evaluation form at the end of the observed lessons. The findings suggest an inconsistency between the teachers’ beliefs and practices. Additionally, they rated their implementation relatively higher than their students. The study sheds light on how teacher educators and policy makers can further assist in reducing barriers so that the practice of autonomous learning in secondary education in Bangkok and in Thailand may become achievable.
author2 Kasetsart University
author_facet Kasetsart University
Sumittra Suraratdecha
Chamaipak Tayjasanant
author Sumittra Suraratdecha
Chamaipak Tayjasanant
author_sort Sumittra Suraratdecha
title Thai teachers’ self-assessment and student perceptions on the practice of autonomy
title_short Thai teachers’ self-assessment and student perceptions on the practice of autonomy
title_full Thai teachers’ self-assessment and student perceptions on the practice of autonomy
title_fullStr Thai teachers’ self-assessment and student perceptions on the practice of autonomy
title_full_unstemmed Thai teachers’ self-assessment and student perceptions on the practice of autonomy
title_sort thai teachers’ self-assessment and student perceptions on the practice of autonomy
publishDate 2019
url https://repository.li.mahidol.ac.th/handle/123456789/47440
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