東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Exploring Thai English Teachers' Cog...

Bupphachuen, Praew,

FindBook

Google Book

Amazon

博客來

Exploring Thai English Teachers' Cognition Shifts Following Differentiated Instruction (DI) Professional Development /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Thai English Teachers' Cognition Shifts Following Differentiated Instruction (DI) Professional Development // Praew Bupphachuen.
作者:	Bupphachuen, Praew,
面頁冊數:	1 electronic resource (70 pages)
附註:	Source: Masters Abstracts International, Volume: 85-12.
Contained By:	Masters Abstracts International85-12.
標題:	Teacher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31329221
ISBN:	9798383055397

Exploring Thai English Teachers' Cognition Shifts Following Differentiated Instruction (DI) Professional Development /
Bupphachuen, Praew,

Exploring Thai English Teachers' Cognition Shifts Following Differentiated Instruction (DI) Professional Development /Praew Bupphachuen. - 1 electronic resource (70 pages)

Source: Masters Abstracts International, Volume: 85-12.

This qualitative study explores the impact of the Differentiated Instruction (DI) professional development course on the cognition of Thai English as a Foreign Language (EFL) teachers. Focused on two in-service secondary school teachers, it examines how DI training influences their teaching beliefs and practices. Data were collected through interviews, reflective journals, and classroom observations. Thematic analysis shows that DI professional development shifts teachers' methods from traditional to student-centered approaches, improving how teachers respond to the different needs of students. This shift changes how they view their role as teachers, from being a source of knowledge to a facilitator of learning, moving away from simply giving out information to scaffolding the whole learning process. This leads to better interactions between teachers and students. The keys to this transformation are peer feedback, reflective practice, and the practical implementation of DI in the real classroom context. The findings highlight the potential of DI training to improve English language teaching in Thailand, suggesting its inclusion in teacher education programs.

English

ISBN: 9798383055397Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Differentiated instruction

Exploring Thai English Teachers' Cognition Shifts Following Differentiated Instruction (DI) Professional Development /
LDR:02612nmm a22004213i 4500 001 2433137
005 20250822095300.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798383055397
035 $a (MiAaPQD)AAI31329221
035 $a AAI31329221
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Bupphachuen, Praew, $e author. $0 (orcid)0009-0006-2208-6775 $3 3822627
245 1 0 $a Exploring Thai English Teachers' Cognition Shifts Following Differentiated Instruction (DI) Professional Development / $c Praew Bupphachuen.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (70 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 85-12.
500 $a Advisors: De Costa, Peter Committee members: De Felice, Dustin.
502 $b M.A.T. $c Michigan State University $d 2024.
520 $a This qualitative study explores the impact of the Differentiated Instruction (DI) professional development course on the cognition of Thai English as a Foreign Language (EFL) teachers. Focused on two in-service secondary school teachers, it examines how DI training influences their teaching beliefs and practices. Data were collected through interviews, reflective journals, and classroom observations. Thematic analysis shows that DI professional development shifts teachers' methods from traditional to student-centered approaches, improving how teachers respond to the different needs of students. This shift changes how they view their role as teachers, from being a source of knowledge to a facilitator of learning, moving away from simply giving out information to scaffolding the whole learning process. This leads to better interactions between teachers and students. The keys to this transformation are peer feedback, reflective practice, and the practical implementation of DI in the real classroom context. The findings highlight the potential of DI training to improve English language teaching in Thailand, suggesting its inclusion in teacher education programs.
546 $a English
590 $a School code: 0128
650 4 $a Teacher education. $3 3172312
650 4 $a English as a second language. $3 516208
650 4 $a Foreign language instruction. $3 3541319
653 $a Differentiated instruction
653 $a Professional development
653 $a Teachers cognition
653 $a English as a Foreign Language
690 $a 0530
690 $a 0444
690 $a 0441
710 2 $a Michigan State University. $b Teaching English to Speakers of Other Languages - Master of Arts. $e degree granting institution. $3 3822628
720 1 $a De Costa, Peter $e degree supervisor.
773 0 $t Masters Abstracts International $g 85-12.
790 $a 0128
791 $a M.A.T.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31329221