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This empirical study demonstrated the relationship of three beliefs: epistemological, pedagogical, and technological of Thai teachers in Chiang Rai, who teach Chinese as a foreign language. This study is mix-method research, including quantitative and qualitative research. The researchers implemented questionnaire of 128 cases were validated and analyzed using structural equation modeling (SEM). The results reveals that the teachers believe more on constructivism pedagogy which reflect on both pedagogical and technological beliefs whilst they reject the idea of innate ability and see that human’s effort is important to overcome difficulty; however, they still believe in authority Knowledge and certain Knowledge which refer to the respect of master of knowledge. Based on the literature review, the researchers compared the findings of this research with other researches in Asian context. It implies that Thailand, Singapore and China teachers who work in the different social political environment, but underlying beliefs about the knowledge teaching and ICT intergraded education is shared. The qualitative study investigated 5 in-service teachers. Semi-structured interviews were applied for the qualitative data collection. Apart of the interviews, we have got 4 replies from online open ended questions. The findings from quantitative research were confirmed by a following qualitative research. The findings indicate that CFL teachers in Chiang Rai tend to use ICT in a mixing of traditional and constructivist approaches, but because of barriers they prefer traditional approach. These barriers are including education policy, ICT infrastructure and teachers’ technological pedagogical content knowledge and online learning materials and tools.
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