Teacher TV Education and Teacher Competencies for Education for Sustainable Development

Author(s):

Bénédicte GendronBénédicte Gendron(presenting / submitting)Montree Yamkasikorn(presenting)

Conference:

ECER 2011

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 07 B, Teacher TV and Blogs for Professional Development

Paper Session

Time:

2011-09-14

16:45-18:15

Room:

JK 31/102,G, 29

Chair:

Bénédicte Gendron

Contribution

Topic

The challenging changing education contexts impact teachers jobs and profession. It requires new competencies and questions teachers sustainable development and continuing professional development (CDP). In these aim and purpose, distance learning programs for teachers have been implemented. In Thailand, TV education has been an option, discussed in this paper. Launched by the Faculty of Education of the University of Burapha, at a national level and funded by the Thai Ministry of Education, the study questioned teachers all over Thailand country. In its initial stage, this study aim was to analyze Thailand’s National Education Policy in order to define a policy framework for the Teacher TV (TTV) program via TTV education tool. The TTV Project (Yamkasikorn, 2010) is aimed at developing high-quality TV program that contribute to the development of teachers, educational personnel and teacher training students, and serving as the learning resources for continuing professional development.

Objective

The objectives are to assess requirements for knowledge and skills for teachers in basic education, and development of TTV program as required. Precisely, the goal of the present study was to gain more insight into the characteristics of learning environments in education, and above all, to investigate teachers’ needs regarding TV education.

Research question and Conceptual or theoretical framework:

This research raises some of those following questions:

(1) What are the characteristics of learning environments in the primary education?

(2) What is the contribution of ICT, and especially what could be the contribution of TV education to the learning environment?

(3) What factors influence a successful use of ICT in the learning environment?

(4) Does ICT and especially TTV education contribute to powerful learning environments in education?

(5) Does TV education can help at teacher sustainable development?

To analyze the findings, we will use the theoretical framework of the “Four social worlds” in distance learning from Blandin (2002), (Gendron, 2003) and the approach of successful learning process from Gendron (2010) to investigate the potential of TV education on teacher sustainable development. Precisely, the paper will try to look at, and will analyze TV Education as a hybrid distance and e-learning tools which can match and respond to the function of "Successful learning process= f(conation, affect, cognition)” of Gendron (2010, 2011).

In distance learning research, one predictor of failure outlined is the lack of support, social interaction and motivation. When learners lose their motivation, the distance learning process loses all sense of meaning and purpose. “Motivation” referring to conation is what helps learners get through particularly stressful times during the learning process. And having enthusiasm for the subject at hand makes learning enjoyable and fun, which refers to “affect”. Affects and conation, as cognition are the components of the successful learning process (Gendron, 2010).

Thus, this communication will see how Teacher TV education can face the traditional risks of distance learning failure in a certain way.

This paper is a collaborative paper gathering researchers from the University of Burapha in Thailand and researchers from University of Montpellier, South of France.

Method

The questionnaire was conducted in February 2010. The primary objective is to assess requirements for knowledge and skills for teachers in basic education, and development of Teacher TV program as required. For the purpose of the questionnaire, a number of items were refined. Information was collected from a random sample of 912 teachers in primary schools, being teachers in basic education, teaching assistants and teacher training students, all over Thailand country. The questionnaire collected data on demographic characteristics (gender, ages, and status, size and locations of schools), use of eLearning technologies, training needs, the type of subjects and qualifications suitable for eLearning, and structures likely to support the successful implementation of TV education.

Expected Outcomes

TTV is expected to contribute 7 key benefits: targeted training in teaching skills, management and leadership, sharing best practice and spreading good ideas, offering practical ideas to save teacher’s time, providing classroom resources, encouraging informed professionalism through delivering news and information, signposting other resources such as those on the web, creating communities of interest. It is designed to raise educational standards through the professional development of teachers: to inspire them about how to engage students in lessons, how to integrate new techniques into their class activities, and to observe how their fellow professionals work and strive towards greater achievement. As programs can be downloaded from a website, teachers have the convenience of selecting only relevant content and viewing it in their free time. Also, traditionally isolated in the classroom with limited opportunities to observe practice in other classrooms, teachers can used online or offline videos of learning and teaching episodes to stimulate staff discussion, illustrate techniques or watch in their own homes look for new ideas, best practices and solutions to teaching problems without having to raise them with colleagues. It can help at lifting their performance, abilities and facilitate teachers’ sustainable development and CPD for a quality of teaching.

References

Blandin B. (2002), Les mondes sociaux de la formation = Social worlds in education and training, in Education permanente, n° 152/2002-3, pp. 199-211. Gendron B. (2011), Emotional Capital and Work Performance: Toward a Quality of Teaching and a Quality School, Conference, January 13rd, Teacher TV education, University of Burapha, Thailand. Gendron B. (2010), Emotional Capital and Teachers Skills, Conference, December 27, 2010 Chiang Mai Rajaphat University, Thailand. Gendron, B. (2003), Does ICT serve training?, Conference proceedings, European Conference of Educational Research: 2003, Hamburg, Germany, Imprint, Thessaloniki, Greece: CEDEFOP, 2003. 14 p. in the Vocational Education and Training NETwork (VETNET) website at: (viewed January 2011). Gendron B.. (2002), « Las tecnologías de la información y de la comunicación Al servicio de la formacion», XI encuentro internacional de educacion a distancia, Aprender juntos a vivir la diversidad, Coordinacion general del sistema para la innovacion del aprendizaje, Universidad de Guadalajara, Mexico, deciembre 2002, downloaded January 22th 2011. http://mail.udgvirtual.udg.mx/biblioteca/bitstream/123456789/183/1/XIEI-Tecnologias.pdf. Huitt, W. (1999). Conation as an important factor of mind. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. McMahon A. (2008), The Teachers TV Education: Analysis Report, Research Report DCSF-RW060, Department for Children, Schools and Families. Yamkasikorn M. (2009), Efficiency Assessment of Use of Computer as Instructional Media in Basic Education Level Schools Project”, University of Burapha document, Thailand. Yamkasikorn M. (2010), Teacher TV Project, Executive Summary , University of Burapha document, Thailand.

Author Information

Bénédicte Gendron

UNIVERSITY MONTPELLIER III

DPT SCIENCES OF EDUCATION

MONTPELLIER

Bénédicte Gendron (presenting / submitting)

UNIVERSITY MONTPELLIER, South of France, France

Montree Yamkasikorn (presenting)

Burapha University

Faculty of Education

Chonburi

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