Why Teachers Have To Do Research

The confusion over the education reform, from policy to operational level, is evident, but research can help understand the nature, current situation, and vision of the future for Thai education. If research is conducted timely and the outcomes are readily available, teachers as well as stakeholders can judge the most appropriate options for their needs. There must be accessible and known mechanisms to allow access to research, such as the Internet and learning resource centers (Atagi, 2002: 70).

Types of potential research include (Atagi, 2002: 70):

  • Learning pedagogy;
  • Teaching techniques;
  • Professional development;
  • use of ICT;
  • Subject-specific research;
  • Curriculum development.

The national pilot study demonstrated the value of classroom-based collaborative action research (Fry, 2002: 10).

it is important to stress that teachers must have independence to use their own creativity in developing curricula most responsive and relevant to local conditions and needs (Fry, 2002: 10).

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