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The development of teachers’ knowledge and behavior in promoting self discipline: a study of early years teachers in Thailand

Brundrett, M and Lungka, P The development of teachers’ knowledge and behavior in promoting self discipline: a study of early years teachers in Thailand. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 1475-7575 (Accepted)

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Abstract

The study reported in this paper examines the challenges of developing an in-service training programme for early years teachers in a school in Thailand relating to the topic of enhancing young children’s self-discipline. It is argued that in-service training in Thailand has tended to focus on knowledge acquisition through direct instruction during short courses. By contrast, the training programme developed during the project employed the Socialisation, Externalisation, Combination and Internalisation (SECI) Model, first developed in Japan, that integrates knowledge acquisition with social learning activities. A mixed-methods approach was employed to examine the efficacy of the SECI approach that included interviews with teachers and school leaders, classroom observation, questionnaires and behavior checklists. Findings suggest that an adapted SECI model is effective in the education of teachers in Thailand and may have relevance more widely in the field of teacher education in other nations.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB1139.2 Early childhood education
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions: School of Education
Publisher: Taylor and Francis
Date Deposited: 05 Jul 2018 10:14
Last Modified: 05 Jul 2018 10:14
URI: http://researchonline.ljmu.ac.uk/id/eprint/8917

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