The Impacts of the qualification framework for bachelor’s degree in education and Khurusapha’s teaching professional standards on the social foundations of education

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Omsin Jatuporn

Abstract

This research article aims to study and analyze the impacts of the qualification framework for bachelor’s degree in education and Khurusapha’s teaching professional standards B.E. 2562 on the social foundations of education in teacher education institutions. Qualitative approach has been employed by using document analysis and in-depth interview. The results indicate that 1. the social foundations of education courses still exist in the bachelor’s degree in education curriculum which appears predominantly in the form of content integration between philosophy and sociology of education. However, no explicit form of content integration between history and anthropology of education was found. The concepts and key ideas in the social foundations of education also are not explicitly apparent in the related document texts but have manifested themselves through the concepts and key ideas in the social foundations of education such as teaching and teacher profession, teacher-ness, methods of inquiry, place and community-based phenomena and issues, teaching profession alliance, and critical reflexivity. 2. The practices in the teacher education institutions emerge at the level of curriculum-in-use and everyday life of teacher educators. These practices have more explicit impacts on the social foundations of education than the state-mandated educational policy texts. The conclusion of this research indicates a critical argument in the field of teacher education that is teacher educators in teacher education institutions are the major social actors in the cultural politics space of curriculum and everyday practices which significantly have impacts on the status of knowledge of the social foundations of education.

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บทความวิจัย (Research Articles)

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