State of the pre-service English language teacher education provision for the primary phase in Thailand

State of the pre-service English language teacher education provision for the primary phase in Thailand

This study was conducted in 2024, engaged 21 institutions, and involved 184 student teachers, 1,073 novice teachers, and 84 Grade 5 students from various regions of Thailand. The mixed methods study employed multiple instruments: online surveys, focus group interviews, individual interviews, classroom observations and document analysis. Although the study covered a broad range of perspectives, its findings are drawn from a specific sample and context, which should be taken into account when generalising the results.

Key findings indicate that the development of skills and knowledge for teaching English to young learners requires greater emphasis. Both student teachers and novice teachers reported that practical experiences – such as practicum placements, microteaching and classroom observations – were limited and should be expanded. Notably, nearly half of student teachers indicated they do not intend to pursue teaching careers, a finding that raises significant concerns for the future supply of English teachers.

Additionally, there is a clear misconception that the ‘ideal’ English class – at primary phase – is conducted purely through the medium of English, even though both groups acknowledged the pedagogical value of incorporating L1 in primary English classrooms. These insights underscore a potential tension between language policy perceptions and practical classroom realities.

Recommendations call for policy interventions across multiple levels. These include:

1. Revise national teacher education standards to better reflect the realities of English teaching in diverse classroom contexts.
2. Strengthen induction programmes and mentorship to support novice teachers more effectively.
3. Promote pedagogical flexibility, including the strategic use of both English and Thai.
4. Foster stronger collaboration among teacher education institutions, local education offices and schools.

These reforms are essential to ensure that newly qualified teachers are equipped to deliver effective, equitable and contextually appropriate English instruction for young learners in Thailand. Future research should further explore the long-term impact of these interventions and assess the evolving needs of teacher education in different regions of the country.