Recommendation for Curriculum Innovation in Closed System Teacher Preparation of Teacher Education Institute under Kru Rak Tin Project for Small Schools in Remote Areas

Abstract

This research aims to propose recommendations for developing the innovation of the core curriculum for the Teacher Education Institute in remote areas of teacher preparation and development institutions. This study is qualitative research, consisting of in-depth data analysis through documentary analysis of theoretical frameworks, prior studies, and data study through in-depth interviews to obtain insightful information from key informants. The research participants in this study were a total of 11 people, divided into two groups: 1) three experts in teacher education; and 2) eight lecturers from Teacher Education Institute. Research instruments included data collection forms to gather information on core curriculum documents for teacher production of teacher training and development institutions, the “Kru Rak Tin” project, and documents related to the teacher preparation curriculum. The research also involved in-depth interview protocols concerning the development of a closed-teacher preparation curriculum system for remote schools. Data analysis involved examining documents to identify key issues and information about guidelines for curriculum development and content analysis, performing inductive content analysis, and comparing data from interviews to conclude the development of a closed-teacher preparation curriculum system for small schools in remote areas.
The research findings suggest that the proposed innovative curriculum for preparing teachers in the closed system of the Kru Rak Tin project at teacher training institutes for small schools in remote areas should be based on the philosophies of developmentalism and reformism in curriculum development. These philosophical foundations would guide the development of teacher competencies, particularly for community development-oriented educators. In terms of the curriculum’s major subject areas, it should address fields where there is a shortage, particularly in early childhood education and primary education. Regarding student learning outcomes, the curriculum should emphasize learning approaches based on real-life contexts. For student recruitment, the focus should be on recruiting candidates from within local communities, utilizing assessment methods that are appropriate for this context. In terms of curriculum management, it is essential to establish a framework for the design, development, and administration of the teacher training curriculum that allows flexibility to adapt to changing social contexts and situations. Moreover, collaboration with local stakeholders, including school administrators, teachers, and community members is crucial for ensuring active participation in curriculum development, management, and evaluation. In the broader context of closed-system teacher development, relevant agencies involved in teacher production and development should establish and implement a policy and operational framework for closed-system teacher production. The curriculum design should be closely linked to the local context, without excessive control by state authorities. Additionally, it is recommended that the government revise the structural policies or approach to teacher preparation and development to align with the evolving needs of teacher training, as well as the demands of students. There should also be continued growth of the closed system teacher production.