New Model of Mathematics Teacher Education Program

1. New Model of Mathematics Teacher Education Program Maitree Inprasitha Center for Research in Mathematics Education Faculty of Education, KhonKaen University, Thailand

2. Introduction • “Simple logic but it is difficult to do” • “If we want to change our society , we have to change our classroom” • “In order to change the classroom, we need to change our teachers”

3. Today Topics • Teacher Education: The Past/Present/Future Challenge in Mathematics Education • History of Teacher Education in Thailand • New Model of Teacher Education in Thailand

4. Teacher Education:The Past/Present/Future Challenge in Mathematics Education • What are the essential characteristics of a professional program for teachers? • Should a program for teachers differ from a liberal arts program, and if so, what should be the distinctive features of the treatment of subject matter in each type of program? • What types of courses in professional education should be required of prospective teachers? (Gibb et al., 2003).

5. History of Teacher Education in Thailand • 1949 ~1975 (nearly 3 decades) Most of Teacher Education Programs offered only Certificate in Teacher Education (2 or 4 years continuing from Junior high school graduates in (7-3 system)) • 1975 ~2003 (nearly 3 decades) Teacher Education Programs offered 4-years Bachelor Degree • But More Emphasis on Preservice Teacher Education than In-service Teacher Education

6. Status of Teacher Education Past • 36 teachers’ colleges and 8 universities of education locating across the country had gained high respectability in providing teachers to elementary and secondary schools. • The persons who entered teachers’ college and university of education at that time were high-achiever students from various schools

7. Present • After universities of education had been changed to be comprehensive universities thirty years ago and teachers’ colleges had been changed to be Rajabaht Institute 10 year ago and now become Rajabaht universities • Faculties of education at these universities have become 'second-class′ faculties in terms of their profile. • The graduates feel inferior to graduates from other programs and often have negative attitudes towards their career. This is a crucial problem for most teacher education programs currently.

8. New Challenge in MathEd in Thailand • After the 1999 Educational Acts was enacted, Thailand was put into an educational reform movement. - National Agenda “Reforming Learning Processes” • New Curriculum launched in 2001 - Integration of Contents, Skills/Processes, and Desirable Characters (e.g., attitudes, values, etc.,)

9. Essential requirements in the 2001 Thai Curriculum Processes/ Skills Contents/ Subject Matters Desirable Characters

10. How to integrate these three aspects? ? Process Skills Desirable Characters Contents/ Subject Matters

11. Innovation needed for an integration Lesson Study/ Open Approach Process Skills Desirable Characters Contents/ Subject Matters

12. We did not prepare future teachers for this demand. • Preservice Teacher Education Program Traditional 4 year teacher education program no longer respond to the demand • In-service Teacher Education Program Have no Sustainability of professional development for teachers of mathematics

13. Foundations of “New Model” of Teacher Education Program • Theoretical Approaches • Innovation-Led Changes • Continuum of Professional Development from Preservice to In-service Professional Programs • Core Values:Building Collaboration, Public Concern, Open-minded Attitudes, emphasis on Product-Processes Approach

14. Theoretical Approaches • Building Community of Practices (Lave & Wenger, 1995): Learning is participating in Community • Emphasis on “Reflective Thinking” on every activity (Dewey, 1933) Or “Metacognition”: Learning by improving Reflective Thinking • Teacher’s Knowledge (Shulman, 1988) : Add School Math and Pedagogical Content Knowledge

15. Innovations-Led changes • Open Approach • Lesson Study

16. Features of New Teacher Education Program of KKU(2004 ~) • 5-year Bachelor Degree Program • More credits in major Courses (84/170 Cr.) • Define What is mathematics for future teachers • Run all activities through innovations • Emphasis on improving ‘reflective thinking or metacognition’ in all activities • Emphasis on supporting activities • 1-year School Internship

17. Curriculum Structure The total number of credits (170 credits)

18. Curriculum Structure of 5 Year Program in Various University

19. Courses Teaching through Open Approach

20. Courses Teaching based on Lesson Study Approach

21. Activity in Classroom

22. Activity in Classroom Activity in Classroom

23. Activity in Classroom

24. Emphasis on Supporting activities • Social Activity (Y1-Y5, M1-M2, D1-D3, Alumni Students) • 2 Math Camps (Y2-Y3) • Visit School in the Lesson Study Project (Y3 – Y4) • Study Tour (Y1-Y5, Some M and D students) • Participating in International Events (Y1-Y5, M, D) • Participating activities in Lesson Study Project (Y5) • Participating in Graduation Ceremony of Seniors • Sport Day

25. Social activity: Learning career path from seniors

26. Social activity

27. Emphasis on Supporting activities • Social Activity (Y1-Y5, M1-M2, D1-D3, Alumni Students) • 2 Math Camps (Y2-Y3) • Visit School in the Lesson Study Project (Y3 – Y4) • Study Tour (Y1-Y5, Some M and D students) • Participating in International Events (Y1-Y5, M, D) • Participating activities in Lesson Study Project (Y5) • Participating in Graduation Ceremony of Seniors • Sport Day

28. Math Camp: Learning to know natural ways of thinking of young kids

29. Math Camp

30. Math Camp

31. Emphasis on Supporting activities • Social Activity (Y1-Y5, M1-M2, D1-D3, Alumni Students) • 2 Math Camps (Y2-Y3) • Visit School in the Lesson Study Project (Y3 – Y4) • Study Tour (Y1-Y5, Some M and D students) • Participating in International Events (Y1-Y5, M, D) • Participating activities in Lesson Study Project (Y5) • Participating in Graduation Ceremony of Seniors • Sport Day

32. School Visit

33. Participating in Open Class (Open Forum)

34. Emphasis on Supporting activities • Social Activity (Y1-Y5, M1-M2, D1-D3, Alumni Students) • 2 Math Camps (Y2-Y3) • Visit School in the Lesson Study Project (Y3 – Y4) • Study Tour (Y1-Y5, Some M and D students) • Participating in International Events (Y1-Y5, M, D) • Participating activities in Lesson Study Project (Y5) • Participating in Graduation Ceremony of Seniors • Sport Day

35. Study tour in country for Y1 –Y3

36. Study tour in neighboring countries in Y4

37. Emphasis on Supporting activities • Social Activity (Y1-Y5, M1-M2, D1-D3, Alumni Students) • 2 Math Camps (Y2-Y3) • Visit School in the Lesson Study Project (Y3 – Y4) • Study Tour (Y1-Y5, Some M and D students) • Participating in International Events (Y1-Y5, M, D) • Participating activities in Lesson Study Project (Y5) • Participating in Graduation Ceremony of Seniors • Sport Day

38. Participate in International Symposium of APEC Reflect

39. Emphasis on Supporting activities • Social Activity (Y1-Y5, M1-M2, D1-D3, Alumni Students) • 2 Math Camps (Y2-Y3) • Visit School in the Lesson Study Project (Y3 – Y4) • Study Tour (Y1-Y5, Some M and D students) • Participating in International Events (Y1-Y5, M, D) • Participating activities in Lesson Study Project (Y5) • Participating in Graduation Ceremony of Seniors • Sport Day

40. Graduation Ceremony

41. Internship Students: Partnership with teachers through Lesson Study Processes

42. Internship Students in School

43. Internship Students in School

44. Internship Students in School

45. Supervise Internship Students

46. Assessment of Curriculum after 5 years implemented • Survey Results Number in ( ) show the total numbers 5 students each year

47. Percentage of Student Responses to Unsatisfaction with Courses on Collegiate Mathematics

48. Percentage of Students Responses of unsatisfaction with courses on school mathematics

49. Percentage of Students to Unsatisfaction with courses on MPCK