This study focuses on an examination of (1) newly trained teachers in the context of the rural primary school, (2) the in-service teacher process, and (3) the implementation of the Community-Based In-Service Teacher Program (CBITP), an innovative program designed to improve teacher quality and thus contribute to educational development in rural Thailand. / In order to examine how CBITP worked in practice and what its effects were, qualitative data was gathered concerning the training process itself, teachers working in the rural setting, and the organizational/administrative support system; the CBITP cluster. / It was found that cultural and technological influences have dramatically transformed village life thus bringing into question a number of assumptions upon which CBITP is based. Most of the school teachers were found to view the opportunity to attend CBITP as primarily an opportunity to up-grade their credentials, thus qualifying them for promotion. Training content seemed to be inconsistent with the current professional needs of teachers. The effort by trainers to combine professional knowledge with the practical experiences of the trainees participating in CBITP was found to be not satisfactory. The standard curriculum of the CBITP overwhelmed the training process and local field condition input was largely ignored. / With regard to the aim of using the college cluster to improve and streamline teacher training for rural education development, it was found that, in the beginning, the cooperative agreement gained a high degree of recognition and acceptance that led to positive changes in such matters as curriculum flexibility. But later, the restructuring of primary education administration, the creation of a national distance learning university and the shut down of the extension centers had a negative impact on the operation of CBITP. / It is suggested, in this study, that rapid changes in the educational system and the modernization of village life have created conditions that render the CBITP approach problematic as an innovation that would enhance quality in the rural school. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2844. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75402 |
| Contributors | WUTHISEN, SUPOL., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 386 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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