Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions

The teacher education program in Thailand has undergone various reforms, with the latest being the shortening of the teacher education curriculum from five years to four. To date, very few studies have accounted for this reform. To address this gap, our study sought to analyse pre-service English te...

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Autores principales:	Jariya Sairattanain, Daron Benjamin Loo
Formato:	article
Lenguaje:	EN MS
Publicado:	Universiti Pendidikan Sultan Idris 2021
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doi.org/10.37134/jrpptte.vol11.2.3.2021 https://doaj.org/article/33e7de57be974c4eb17bfcef11d95b21
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id	oai:doaj.org-article:33e7de57be974c4eb17bfcef11d95b21
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spelling	oai:doaj.org-article:33e7de57be974c4eb17bfcef11d95b212021-11-30T01:28:46ZTeacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptionshttps://doi.org/10.37134/jrpptte.vol11.2.3.20212232-04582550-1771https://doaj.org/article/33e7de57be974c4eb17bfcef11d95b212021-12-01T00:00:00Zhttps://doaj.org/toc/2232-0458https://doaj.org/toc/2550-1771The teacher education program in Thailand has undergone various reforms, with the latest being the shortening of the teacher education curriculum from five years to four. To date, very few studies have accounted for this reform. To address this gap, our study sought to analyse pre-service English teachers’ perceptions towards the reform. This was done through a semiotic analysis of visuals contributed by the pre-service teachers. There were a total of 43 visual contributions, which were analysed through Labbo’s typology of symbolisms and attributes discerned from the visuals and their corresponding captions. We were able to categorize the visuals to three types of symbolisms, which were transformative, typographic, and the third type being a combination of the first and second. The most common attribute was positive affect (emotion), with a few visuals rationalizing or questioning the reform. The analysis revealed that the pre-service teachers did not really understand the nature of the reform, despite their positive perception towards change.Jariya SairattanainDaron Benjamin LooUniversiti Pendidikan Sultan IdrisarticleTheory and practice of educationLB5-3640ENMSJournal of Research, Policy & Practice of Teachers & Teacher Education, Vol 11, Iss 2, Pp 28-45 (2021)
institution	DOAJ
collection	DOAJ
language	EN MS
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 Jariya Sairattanain Daron Benjamin Loo Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions
description	The teacher education program in Thailand has undergone various reforms, with the latest being the shortening of the teacher education curriculum from five years to four. To date, very few studies have accounted for this reform. To address this gap, our study sought to analyse pre-service English teachers’ perceptions towards the reform. This was done through a semiotic analysis of visuals contributed by the pre-service teachers. There were a total of 43 visual contributions, which were analysed through Labbo’s typology of symbolisms and attributes discerned from the visuals and their corresponding captions. We were able to categorize the visuals to three types of symbolisms, which were transformative, typographic, and the third type being a combination of the first and second. The most common attribute was positive affect (emotion), with a few visuals rationalizing or questioning the reform. The analysis revealed that the pre-service teachers did not really understand the nature of the reform, despite their positive perception towards change.
format	article
author	Jariya Sairattanain Daron Benjamin Loo
author_facet	Jariya Sairattanain Daron Benjamin Loo
author_sort	Jariya Sairattanain
title	Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions
title_short	Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions
title_full	Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions
title_fullStr	Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions
title_full_unstemmed	Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions
title_sort	teacher education reform in thailand: a semiotic analysis of pre-service english teachers’ perceptions
publisher	Universiti Pendidikan Sultan Idris
publishDate	2021
url	https://doi.org/10.37134/jrpptte.vol11.2.3.2021 https://doaj.org/article/33e7de57be974c4eb17bfcef11d95b21
work_keys_str_mv	AT jariyasairattanain teachereducationreforminthailandasemioticanalysisofpreserviceenglishteachersperceptions AT daronbenjaminloo teachereducationreforminthailandasemioticanalysisofpreserviceenglishteachersperceptions
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Teacher education reform in Thailand: A semiotic analysis of pre-service English teachers’ perceptions

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