The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis

Tian Xin

doi:doi:10.11648/j.tecs.20220702.12

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The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis

Tian Xin

Published in Teacher Education and Curriculum Studies (Volume 7, Issue 2)

Received: 2 April 2022 Accepted: 25 April 2022 Published: 7 May 2022

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Abstract

The provision of Chinese language teaching in Thailand has rapidly increased over the period. After analyzing a survey of 60 local Chinese teachers based in Thailand, we find that teachers are primarily focused on improving their teaching methodology and classroom management skills, and their own general awareness of Chinese history and culture. In seeking to meet their training needs and enable them to resolve difficulties they encounter when teaching Chinese as a world language in Thailand, we establish a new and progressive QCLIF training mode and apply it to training practice. QCLIF is an abbreviation taken from the first letters of ‘question-oriented’; ‘case-study-based’; ‘learning and teaching’; ‘input and Output’; and ‘flipped classroom’. The QCLIF training mode is taken from the standards and requirements of world language education in various countries, and the actual demands of local world language teachers. It adopts flipped classrooms to deepen the understanding that teachers have of target languages and related cultures. It also improves the creativity, occupational quality and overall professional knowledge of Chinese language teachers. New teachers also gain experience and develop through multi-dimensional training that enhances knowledge and develops teaching methodologies related to culture, intercultural communication and target languages. Training also helps to establish an on-line country-specific workshop for Chinese language teachers that provides sustainable support to their vocational development. All training practices prove that the QCLIF mode, when based on the actual demand of local Chinese language teachers in Thailand, can effectively improve teachers’ teaching ability and related professional qualities. In addition, the online workshop that brings together local Chinese language teachers from different schools and regions in Thailand further promotes sharing and exchange between teachers, and plays an active role in the benefits obtained from learning, sustainable support and teaching. It has also recorded a 90 percent satisfaction level.

Published in	Teacher Education and Curriculum Studies (Volume 7, Issue 2)
DOI	10.11648/j.tecs.20220702.12
Page(s)	57-65
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Chinese Language Training, Teaching Priorities, Teacher Training, Thailand, Training and Development Priorities

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Tian Xin. (2022). The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis. Teacher Education and Curriculum Studies, 7(2), 57-65. https://doi.org/10.11648/j.tecs.20220702.12

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Tian Xin. The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis. Teach. Educ. Curric. Stud. 2022, 7(2), 57-65. doi: 10.11648/j.tecs.20220702.12

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Tian Xin. The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis. Teach Educ Curric Stud. 2022;7(2):57-65. doi: 10.11648/j.tecs.20220702.12

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@article{10.11648/j.tecs.20220702.12,
  author = {Tian Xin},
  title = {The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis},
  journal = {Teacher Education and Curriculum Studies},
  volume = {7},
  number = {2},
  pages = {57-65},
  doi = {10.11648/j.tecs.20220702.12},
  url = {https://doi.org/10.11648/j.tecs.20220702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220702.12},
  abstract = {The provision of Chinese language teaching in Thailand has rapidly increased over the period. After analyzing a survey of 60 local Chinese teachers based in Thailand, we find that teachers are primarily focused on improving their teaching methodology and classroom management skills, and their own general awareness of Chinese history and culture. In seeking to meet their training needs and enable them to resolve difficulties they encounter when teaching Chinese as a world language in Thailand, we establish a new and progressive QCLIF training mode and apply it to training practice. QCLIF is an abbreviation taken from the first letters of ‘question-oriented’; ‘case-study-based’; ‘learning and teaching’; ‘input and Output’; and ‘flipped classroom’. The QCLIF training mode is taken from the standards and requirements of world language education in various countries, and the actual demands of local world language teachers. It adopts flipped classrooms to deepen the understanding that teachers have of target languages and related cultures. It also improves the creativity, occupational quality and overall professional knowledge of Chinese language teachers. New teachers also gain experience and develop through multi-dimensional training that enhances knowledge and develops teaching methodologies related to culture, intercultural communication and target languages. Training also helps to establish an on-line country-specific workshop for Chinese language teachers that provides sustainable support to their vocational development. All training practices prove that the QCLIF mode, when based on the actual demand of local Chinese language teachers in Thailand, can effectively improve teachers’ teaching ability and related professional qualities. In addition, the online workshop that brings together local Chinese language teachers from different schools and regions in Thailand further promotes sharing and exchange between teachers, and plays an active role in the benefits obtained from learning, sustainable support and teaching. It has also recorded a 90 percent satisfaction level.},
 year = {2022}
}

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TY  - JOUR
T1  - The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis
AU  - Tian Xin
Y1  - 2022/05/07
PY  - 2022
N1  - https://doi.org/10.11648/j.tecs.20220702.12
DO  - 10.11648/j.tecs.20220702.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 57
EP  - 65
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20220702.12
AB  - The provision of Chinese language teaching in Thailand has rapidly increased over the period. After analyzing a survey of 60 local Chinese teachers based in Thailand, we find that teachers are primarily focused on improving their teaching methodology and classroom management skills, and their own general awareness of Chinese history and culture. In seeking to meet their training needs and enable them to resolve difficulties they encounter when teaching Chinese as a world language in Thailand, we establish a new and progressive QCLIF training mode and apply it to training practice. QCLIF is an abbreviation taken from the first letters of ‘question-oriented’; ‘case-study-based’; ‘learning and teaching’; ‘input and Output’; and ‘flipped classroom’. The QCLIF training mode is taken from the standards and requirements of world language education in various countries, and the actual demands of local world language teachers. It adopts flipped classrooms to deepen the understanding that teachers have of target languages and related cultures. It also improves the creativity, occupational quality and overall professional knowledge of Chinese language teachers. New teachers also gain experience and develop through multi-dimensional training that enhances knowledge and develops teaching methodologies related to culture, intercultural communication and target languages. Training also helps to establish an on-line country-specific workshop for Chinese language teachers that provides sustainable support to their vocational development. All training practices prove that the QCLIF mode, when based on the actual demand of local Chinese language teachers in Thailand, can effectively improve teachers’ teaching ability and related professional qualities. In addition, the online workshop that brings together local Chinese language teachers from different schools and regions in Thailand further promotes sharing and exchange between teachers, and plays an active role in the benefits obtained from learning, sustainable support and teaching. It has also recorded a 90 percent satisfaction level.
VL  - 7
IS  - 2
ER  -

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Author Information

Tian Xin

Practice and Research Center for International Chinese Language Education, Beijing Language and Culture University, Beijing, China

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Plain Text BibTeX RIS

APA Style

Tian Xin. (2022). The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis. Teacher Education and Curriculum Studies, 7(2), 57-65. https://doi.org/10.11648/j.tecs.20220702.12

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ACS Style

Tian Xin. The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis. Teach. Educ. Curric. Stud. 2022, 7(2), 57-65. doi: 10.11648/j.tecs.20220702.12

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AMA Style

Tian Xin. The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis. Teach Educ Curric Stud. 2022;7(2):57-65. doi: 10.11648/j.tecs.20220702.12

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@article{10.11648/j.tecs.20220702.12,
  author = {Tian Xin},
  title = {The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis},
  journal = {Teacher Education and Curriculum Studies},
  volume = {7},
  number = {2},
  pages = {57-65},
  doi = {10.11648/j.tecs.20220702.12},
  url = {https://doi.org/10.11648/j.tecs.20220702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220702.12},
  abstract = {The provision of Chinese language teaching in Thailand has rapidly increased over the period. After analyzing a survey of 60 local Chinese teachers based in Thailand, we find that teachers are primarily focused on improving their teaching methodology and classroom management skills, and their own general awareness of Chinese history and culture. In seeking to meet their training needs and enable them to resolve difficulties they encounter when teaching Chinese as a world language in Thailand, we establish a new and progressive QCLIF training mode and apply it to training practice. QCLIF is an abbreviation taken from the first letters of ‘question-oriented’; ‘case-study-based’; ‘learning and teaching’; ‘input and Output’; and ‘flipped classroom’. The QCLIF training mode is taken from the standards and requirements of world language education in various countries, and the actual demands of local world language teachers. It adopts flipped classrooms to deepen the understanding that teachers have of target languages and related cultures. It also improves the creativity, occupational quality and overall professional knowledge of Chinese language teachers. New teachers also gain experience and develop through multi-dimensional training that enhances knowledge and develops teaching methodologies related to culture, intercultural communication and target languages. Training also helps to establish an on-line country-specific workshop for Chinese language teachers that provides sustainable support to their vocational development. All training practices prove that the QCLIF mode, when based on the actual demand of local Chinese language teachers in Thailand, can effectively improve teachers’ teaching ability and related professional qualities. In addition, the online workshop that brings together local Chinese language teachers from different schools and regions in Thailand further promotes sharing and exchange between teachers, and plays an active role in the benefits obtained from learning, sustainable support and teaching. It has also recorded a 90 percent satisfaction level.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis
AU  - Tian Xin
Y1  - 2022/05/07
PY  - 2022
N1  - https://doi.org/10.11648/j.tecs.20220702.12
DO  - 10.11648/j.tecs.20220702.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 57
EP  - 65
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20220702.12
AB  - The provision of Chinese language teaching in Thailand has rapidly increased over the period. After analyzing a survey of 60 local Chinese teachers based in Thailand, we find that teachers are primarily focused on improving their teaching methodology and classroom management skills, and their own general awareness of Chinese history and culture. In seeking to meet their training needs and enable them to resolve difficulties they encounter when teaching Chinese as a world language in Thailand, we establish a new and progressive QCLIF training mode and apply it to training practice. QCLIF is an abbreviation taken from the first letters of ‘question-oriented’; ‘case-study-based’; ‘learning and teaching’; ‘input and Output’; and ‘flipped classroom’. The QCLIF training mode is taken from the standards and requirements of world language education in various countries, and the actual demands of local world language teachers. It adopts flipped classrooms to deepen the understanding that teachers have of target languages and related cultures. It also improves the creativity, occupational quality and overall professional knowledge of Chinese language teachers. New teachers also gain experience and develop through multi-dimensional training that enhances knowledge and develops teaching methodologies related to culture, intercultural communication and target languages. Training also helps to establish an on-line country-specific workshop for Chinese language teachers that provides sustainable support to their vocational development. All training practices prove that the QCLIF mode, when based on the actual demand of local Chinese language teachers in Thailand, can effectively improve teachers’ teaching ability and related professional qualities. In addition, the online workshop that brings together local Chinese language teachers from different schools and regions in Thailand further promotes sharing and exchange between teachers, and plays an active role in the benefits obtained from learning, sustainable support and teaching. It has also recorded a 90 percent satisfaction level.
VL  - 7
IS  - 2
ER  -

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