As the limitations of teacher training and development in Thailand and poor quality of traditional teacher practices, there are needs of new modes of teacher development in Thailand. These needs are expressed by many educators in Thailand as follow:
Bunnag (2001b cited by Pillay, 2002: 8) expressed after the failure of SchoolNet project that the teacher training and development programs are in crisis.
Chulavatnatol (1997 cited by Pillay, 2002: 9) pointed that the decline of quality in Thai teacher development is not new but the search for appropriate solutions has not been very successful.
Pillay (2002: 20) proposes that Thailand should have a national framework for teacher development to decrease fragmentation of teacher development leading to confusion and duplication. Moreover, he suggests that the national framework for teacher development should provide a basis for all institutions, organizational units, and programs dealing with teacher development to map their activities and account for what and how they are initiating new developments or adding value to the work of the education reform (Pillay, 2002: 20).
Very little work has been done in planing, developing, and delivering inservice training in new teaching and learning methods (Pillay, 2002: 22).
Opinion was strong that opportunities for practitioners and researchers to engage in curriculum development and professional development need to be created, with teachers being acknowledged as professionals, capable of contributing to theory generation and implementation (Pedretti and Hodson, 1995: 480).
An investigation of alternative models of delivering in training should be an urgent priority (Pillay, 2002: 24).
Innovative models of delivering training and supporting teachers need to be explored (Pillay, 2002: 50).
Changes in state and national standards and the call for reform suggest that in the twenty-first greater demands will be placed on teachers to be problem-solvers rather than classroom technicians carrying out tasks set by other, There is a need for proactive involvement by teachers in the research process to become problem solvers and decision makers who feel empowered in their own work (Briscoe and Wells, 2002: 432).
Instead of constructing building and offices, the key to improving both national productivity and the quality of education is to give high priority to an investment in people, teacher learning, and creative innovative approach (Fry, 2002: 8)
Innovative models of delivering training must be explores which will involve hybrids of school-based training, intensive workshops, and use of ICT (Pillay, 2002: 50 cited by Fry, 2002: 10).
For example, (Fry suggested that) Thai government should experiment with the concept introduced by TERO and Dr Montri of issuing training coupons or vouchers as a way to foster continued teacher learning. This approach represents a highly innovative and individualized approach to continued teacher learning, crucial to the success of the education reform (Fry, 2002: 11).