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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Inclusive Education in Thailand after 1999 National Education Act: A Review of a Pre-Service Teacher Education System
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Inclusive Education in Thailand after 1999 National Education Act: A Review of a Pre-Service Teacher Education System

机译：1999年《国民教育法》之后的泰国全纳教育：职前教师教育系统的回顾

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In Thailand after 1999 National Education Act., education policy of the government was shifted to the target of Education for All. In 2008 reviews were conducted in seven project countries except in Thailand. Some major gaps were identify such as the gap between pre-service teacher education and what follows throughout the teacher's career, as well as the gap between the best and worst practices of inclusive right-based education in the region. This study aims to identify both the gaps and omissions with regard to the inclusion of human rights, gender equality multilingual mother-tongue-based educational inclusive of marginalized, underprivileged groups, as well as special education, with policies, curricular material and pedagogy of pre-service teacher training institutes in four regions. The study was carried out mainly with qualitative method. The data were obtained from the two parts of data collection: documentary study and analysis of curriculum of sixteen teacher training institutes in four regions. It was found that: 1) the policy analysis revealed that the Ministry of Education launched supporting scheme to strive to Education for All, 2) the pre-service teacher training policy revealed that there was no explicit item related to rights based, opportunities, limitation of students to attend schools, gender promotion, or mother tongue based multilingual education. There were few universities provided clear issues in human rights education, 3) provision of knowledge, formation of attitude, behaviours and skills necessary for a thoroughly understanding and practice of a right-based teaching were integrated into special education and inclusive education courses. All sixteen sampling institutes offered a course or two in Special Education and Inclusive education, and teaching material and pedagogical aspects, stressed issues in education for special needs. In conclusion, every in-service teaching institute provided special education or inclusive education course. It was believed that experiences from the course would help students develop attitude, value and respect toward persons with special needs. As for issues of gender education, human rights education and mother -tongue-based multilingual education, there was still the gap between pre-service teacher education and practical work among school teachers.
机译：在1999年《国民教育法》之后的泰国，政府的教育政策已转向全民教育的目标。 2008年，在泰国以外的七个项目国家/地区进行了审核。确定了一些主要差距，例如职前教师教育与整个教师职业生涯之间的差距，以及该地区基于权利的全纳教育的最佳和最差做法之间的差距。这项研究的目的是查明在包括人权，性别平等，多语言母语教育，包容边缘化，弱势群体以及特殊教育，政策，课程材料和学前教育方面的差距和遗漏。在四个地区提供服务的教师培训机构。该研究主要采用定性方法进行。数据来自数据收集的两个部分：文献研究和四个地区的16个师范学院的课程分析。发现：1）政策分析表明，教育部启动了支持全民教育的支持计划，2）职前教师培训政策表明，没有与权利，机会，限制有关的明确项目。的学生上学，促进性别或基于母语的多语言教育。很少有大学在人权教育方面提供明确的问题，3）彻底理解和实践基于权利的教学所必需的知识，态度的形成，行为和技能被纳入特殊教育和全纳教育课程。所有十六个采样机构都提供一门或两门特殊教育和全纳教育课程，教材和教学法强调特殊需求教育中的问题。总之，每个在职教学机构都提供特殊教育或全纳教育课程。人们认为，本课程的经验将有助于学生培养对特殊需要者的态度，价值和尊重。至于性别教育，人权教育和基于母语的多语言教育问题，在职教师的教育与学校教师的实际工作之间仍然存在差距。

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