1. Principle and reason
English matters in improving the capability of Thai youth who are the major driving force in developing the country, and also the future laborers who will compete in the labor market at the national, regional and international levels, which are becoming increasingly competitive. Therefore, the Thai government has a policy to develop English language skills for Thai youth.
From the significance stated above, General Dapong Ratanasuwan, Minister of the Ministry of Education, Thailand has signed a Memorandum of Understanding (MOU) with the British Embassy led by His Excellency Brian Davidson, regarding the engagement of the British Council to provide trainings for English language teachers at the basic education level in the regional English Language Teacher Training Center (Boot Camp) covering all 4 regions. Initially, there were 4 centers in October 2016 and 2017 is the fiscal year.
Mr. Teerakiat Charoensethasilp, Minister of the Ministry of Education has a policy to expand the 8 regional English teacher training centers. Then the policy also shows an establishment of 8 additional centers in the same fiscal year by establishing teacher training centers in the provincial secondary schools. As for the fiscal year of 2018, there are 3 more centers established in Rajabhat Universities.
There are 15 centers nationwide. Target groups comprised primary and secondary English language teachers under the Office of the Basic Education Commission. These English teachers are to be improved intensively on their English language proficiency and English teaching techniques under the “Communicative Approach” teaching guidelines. The target groups will be taught by foreign speakers, who are experts in English language teaching and are international standard teachers at the centers. In each center, there are 3 teachers, each group contains 75 trainees, and the training lasts for 3 weeks with approximately 10 groups within a year.
From the aforementioned operating results, there were analysis and summaries of the operations for greater efficiency. The Minister of Education has a policy to move the training center in the 12 secondary schools in the province to the Rajabhat Universities to integrate the collaboration between departments under the Ministry of Education. Therefore, at present, regional English teacher training centers are located in every Rajabhat Universities.
In addition, Ministry of Education has set a goal of recruiting a group of Master Trainer, which contains 46 members from the English Teacher Development Training Program in the 2016-2017 fiscal years to develop the role of a guest speaker with foreign speakers in the centers that have been established. The establishment of the training center in every region will help distribute the training center and facilitate the teachers to be trained in the training center near the area where the teachers work. Therefore, the trained teachers can adjust their teaching behaviors and apply the knowledge into the teaching and learning procedures for students to meet the goals set out of the curriculum effectively.
1. To develop and enhance the knowledge and understanding of the “Communicative Approach” techniques for teaching and learning of English Teachers under the Office of the Basic Education Commission nationwide
2. To develop and upgrade English language of English teachers under the Office of the Basic Education Commission nationwide
3. To develop the potential to be a speaker for the Master Trainer group to conduct training in a “Communicative Approach” format by themselves and achieve sustainable development.
4. To study the factors those affect the success and improvement guidelines regarding the training in the regional English teacher training center
1. The English teachers, who have accomplished their training at the regional English language training center in the fiscal year 2017, Phase 1 comprises 900 English teachers, phase 2 comprises 2,400 English teachers and phase 3 comprises 2,700 English teachers. By the end of the fiscal year 2017, in total, there are 6,000 people and the fiscal year 2018 comprises 11,250 English teachers.
2. The trainees have increased their knowledge and ability regarding English skills such as listening, speaking, reading and writing skills, including teaching and learning techniques based on the Communicative Approach. Besides, the trainees can effectively and positively apply knowledge, concepts and inspirations gained from the training to manage the English language teaching and learning procedures in their own schools.
3. The Thai Master Trainers at the Training Center are trained to develop their ability to become speakers to conduct training, teaching and learning in the “Communicative Approach” to assist the development of English teachers under the Office of the Basic Education Commission efficiently and sustainably.
4. The Educational Supervisors Unit of the Office of the Basic Education Commission examines the factors that affect the success of the project and the participants to use as guidelines for developing and improving the project both in the present and future with efficiency regarding with the development of English teachers under the Office of the Basic Education Commission.
4. Agency / Person in Charge
The primary unit for the responsibilities: the Educational Supervisor Unit of the Office of the Basic Education Commission, Ministry of Education.
Guidelines for conducting Regional English Teacher Training Workshop (Boot Camp)
1. Training Course
Regional English Teacher Training Curriculum (Boot Camp) for English teachers
in collaboration with the Office of the Basic Education Commission, Ministry of Education and British Embassy in Thailand, with the British Council, there comprises 3 courses:
1. Development of key speakers in English language teaching for regional communication course (Master Trainer). The course lasts for 4 weeks. This course develops the knowledge of key speakers in teaching and learning English for communication about approaches, methods of learning English. This course focuses on communication within the framework of CEFR and enhances the ability in expanding the results of teachers at the Regional English Teacher Training Center.
1.1 Communicative Language Teaching
1.2 Confidence Building Speaking Activities
1.3 Learner-Centered Classrooms
1.4 Speaking Activities
1.5 Planning a Task Based Lesson
1.6 Professional Language Community
The topics above are trained through various training activities including Teaching Analysis, Brainstorming, Group Discussions, Theoretical Lectures, Actual Practice, Reflection, Presentation and Discussion.
2.The development of English language teachers at primary education levels course (Boot Camp). The course lasts for 3 weeks as follows:
2.1 Get to Know You and Lesson Planning
2.2 Teaching Vocabulary
2.3 Language Use and Instruction for Primary
2.4 Microteaching 1
2.5 Getting Attention and Signaling
2.6 Teaching Reading
2.7 Teacher Language and Language Practice Activities
2.8 Teaching Speaking
2.9 Maximizing Speaking and Microteaching 2
2.11Grammar for Primary
2.12Motivating Learners and Listening
2.16Planning Skills Lessons
The foreign speakers, who are experts in English language development and teaching techniques under the standards of BC Operations (Thailand) Co., Ltd, are qualified as foreign experts who have received CELTA certificates (Certificate in teaching English to speakers of other Language) from Cambridge English Institute in English language teaching and are experienced in teacher training.
3. Qualifications of trainees for regional English language teachers (Boot Camp)
The curriculum of developing regional English language teachers (Boot Camp) has the following eligibility criteria:
1. English language teachers teaching at primary and secondary school levels under the Office of the Basic Education Commission with the following criteria:
1.1 English teachers who are English major graduates, or
1.2English teachers who are not English major graduates but is enthusiastic in the development of teaching and learning English, or
1.3 English teachers who are the coordinators of PEER or ERIC center.
2. Besides the first criteria, the English teachers must not be older than 57 years old.
4. Application for the Training
In each cohort, the regional English language teachers centers (Boot Camp) will organize training for 75 English language teachers, with the following operations:
1. The Office of the Basic Education Commission notifies the quota allocations of English teachers who attend the training to the Educational Service Area Office.
2. The Educational Service Area Offices will recruit English teachers according to the quota and those who meet the specified criteria and send the name lists to the Office of Basic Education Commission and Regional English Teacher Training Center (Boot Camp) to take part in the training.
5. Monitoring and Evaluation
1. Foreign speakers (Trainers) will evaluate the trainees individually in terms of English language ability and teaching ability by using a variety of tools, including observation forms, assessment forms, and teaching forms during the training.
2. After 1 month for training, the Regional Teacher Training Center (Boot Camp) will invite the trained teachers to follow up on the results of each cohort (Follow on) for two days each cohort to allow the English teachers, who have been successfully trained at the Regional English Teacher Training Center (Boot Camp), to apply the knowledge gained from their training to organize a teaching and learning program in their own classes for one month. The purpose of this is to allow them to reflect the results of what they have received from their training. When applying the knowledge to their own classes, they will face issues, obstacles, solutions and also, opinions presented by their own students.
3. After 1 year of training, English teachers, who have successfully finished their training at the Regional English Teacher Training Center (Boot Camp), will submit their lesson plans for their actual teaching by using the format in the training, such as video tapes or classroom teaching clips for the area’s English supervisors to supervise, follow up, give suggestions and assistance.
4. The Educational supervisors, Office of the Basic Education Commission, Ministry of Education, or assigned agencies in the area will monitor and evaluate training and study the behavioral changes of teaching and learning management of the trainees.