Curriculum of Bachelor of Education Updated curriculcum 2019

Curriculum of Bachelor of Education Updated curriculcum 2019

University : Phuket Rajabhat University Faculty : Education

Section 1 General Information

1. Title’s name

Thai : หลักสูตรครุศาสตรบัณฑิต สาขาวิชาภาษาอังกฤษ English : Bachelor of Education Program in English

2. Degree Offered and Field of Study

In Thai Full title : ครุศาสตรบัณฑิต (ภาษาอังกฤษ) Abbraviation : ค.บ. (ภาษาอังกฤษ)

In English Full title : Bachelor of Education (English) Abbraviation : B.Ed. (English)

3. Major Subject English 4. Required credit

Not less than 142 credits

5. Curriculum 5.1 Degree Level Bechelor degree (4 year full time)

5.2 Type of curriculum Professional Degree 5.3 Languages

Thai and English 5.4 Admission

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Thai or international students who eligible to communicate fluent Thai and English languages and graduated from high school levels or relevance which authorized by Ministry of Educantion of Thailand

5.5 Collaboration with Other Institutions

- 5.6 Degree Offered

Single degree 6. Record of Program Status and Approval / Endorsement Updated curriculum year 2019

Has been used since semester 1 of academic year 2019 Phuket Rajabhat University Academic Council has approved the curriculum

which presented to Phuket Rajabhat University Council in a meeting 2/2019 which held on Date 11 Month Febuary Year 2019 Phuket Rajabhat University Council has endorsed the curriculum in the meeting

(special) 1 /2019 which held on Date 22 Month March Year 2019 7. The Implementation of Program under the Thai Qualifications Register (TQR) Record The curricum is available to declare its quality and Thai Qualifications Register (TQR) Record of Education (four-year curriculum) year 2019 in academic year 2021

8. Career Opportunities after Graduation 8.1 English language teachers in all schools

8.2 Educators 8.3 Officers in private and public sectors 8.4 Freelancers

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9. Name, Surname, Academic Position, Qualifications, and Identification Number of the Lecturers Responsible for the Program 9.1 Miss Parat Usama

Academic position Lecturer Degree Major University Year of

Graduation M.A. Teaching English as an

International Language Prince of Songkla University 2014

B.A. Language for Development Prince of Songkla University 2010 Identification number X-XXXX-XXXXX-XX-X

9.2 Miss Khanita Limhan Academic position Lecturer

Degree Major University Year of Graduation

M.A. (Applied Linguistics Teaching English for Specific Purposes)

(International (International Program)

Mahidol University 2013

Grad. Dip Teaching Professional Ramkhamheang University 2011 B.A. (2nd hons)

English Bansomdejchaopraya Rajabhat University

2008

Identification number X-XXXX-XXXXX-XX-X 9.3 Miss Thanawan Kongkaw

Academic position Lecturer Degree Major University Year of

Graduation M.A. (Applied Linguistics Teaching

English for Specific Purposes) (International (International Program)


B.A. (2nd hons)

Language for Development Prince of SongklaUniversity 2009

Identification number X-XXXX-XXXXX-XX-X

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9.4 Miss Patimoh Yuso Academic position Lecturer

Degree Major University Year of Graduation

M.A. (Applied Linguistics Teaching English for Specific Purposes)

(International (International Program)


B.A. (2nd hons)

Education (English) Prince of SongklaUniversity 2009

Identification number X-XXXX-XXXXX-XX-X 10. Campus

Phuket Rajabhat University

11. External Factors and/or Development Considered in Program Planning 11.1 Economic Circumstances/Development Today the development of world economy is highly competitive; therefore, Thailand is regarded as one of the country members in ASEAN community which is a rapidly economic growth region; and a good integration of powerful negociation countries in aspects of politics and international economy. In addition, ASEAN community is aimed to accelerate the prosperity of the Southeast Asia; and compete with other regions in terms of (1) promoting the free movement of goods, services, investments, capital, the raising of the living standards, and decreasing social inequality; (2) expanding ASEAN region as a single market and production based by establishing new approaches based on the existent agreements and ; (3) assisting new country members of the community in order to condense the gap between nations, improving and facilitating these countries to share the collaboration of ASEAN economic community; a n d ( 4) exploring the coorperation network of financial policy and Macroeconomics, financial market and capital market, insurance and taxes, infrastructure improvement and transportation, collaborative development of laws,

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agriculture, energy, tourism, human resounces by increasing education levels and skilled labour development. In general, to achieve the ASEAN economic community goals, Thailand needs to provide high quality of education for all Thais establishing the ultimate goal in order to nurture activity concepts and educational networks among the nations based on local and regional intelligence and elimimating unbalanced inundation caused by globalization from the western regions. Thus, it is a must to move ASEAN countries under the 3 pillars which reflect the integrated educational management with the diversities based on identities and differences of collaborative development; provide international academic exchanges among the regions concerning benefits under SEAMEO, ASEAN, and UNESCO frameworks that enable people to fulfill education in this new era; live in this existent economic system; and adjust themselves to the changing matters as mentioned. 11.2 Social and Cultural Circumstances/Development

Among the changes in each era, Thai society was basically formulated from agricultural society where all were fulfilled with numerous natural resourses; favorable weather conditions for farming ; mild natural disasters which allow people to live peacefully. Then, the society is widely exposed to the cultural diversity and the multicultural society where cultural assimilation was taken place, and new technology strengthened; along with the changes of dynamic world; and new digital technology towards people’s 21st – century skills. Therefore, these factors have given impacts on Thais’ livelihood in aspects of government and political reforms, bureaucracy and education; particularly, the transitional generation in knowlegde based economy where IT persons are valued and eligible to apply new information technology to highly benefit the country. Consequently, the Faculty of Education, Phuket Rajabhat University offers appropriate curriculums for the social and cultural changes based on the twelfth national economic and social development plan (2017 – 2021) which follow creative economy developing principles and Sufficiency Economy Philosophy of the King Rama IX to illuminate Thai society peacefully. Thus, curriculum’s social development and cultural stratergies focus on the quality improvment of people to promote the immunity to Thais in order to gain moral bravery, righteousness, values,

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and fondness of being Thainess; encourage creative development and permanent peace in families, communities, societies, and the global community by providing education to increase people’s potential in all dimensions equally including mental and physical strength, knowledge, and skills along with knowledge analysis and synthesis to explicate innovation based on ethics, morality, resourses, wisdoms, and cultural livelihood.

11.3 Professional standard issues

In the past few years, there are numerous changes of education policies in order to cope with current issues. As clearly seen, the Ministry of Education declared various announcements and rules; such as, Domains of Higher Education 2017 that comprised of five elements which are 1) standard 1 learning outcomes, 2) standard 2 research and innovation 3) standard 3 academic service works, 4) standard 4 culture and Thainess, and 5) standard 5 management. These are the required qualities of Thais for all schools to realize in order to form Thai active citizen in 4.0 era including Domains of Higher Education 2018. Moreover, it aims to provide relevant organazations a guideline to encourage, monitor, examine, evaluate, and qualify the educational quality assurance. Furthermore, the Ministry of Education has launched the declaration of Thailand qualification framework on Education (four-year curriculum) 2019 (TQF 1) which determines the ultimate goals and required qualifications towards training and developing pre - service teachers and educators knowledgeably and professionally. To be cherished in professional values, behaving teachers spirituality, and professional teaching competencies are also needed. This particular declaration emphazies on quality development of teacher training to be widely recognited as the honorable profession. In the part of Teacher Council of Thailand as a coordinator who determines professional standards has enacted the regulation of The Teachers Council of Thailand on professional standard B.E. 2562 (2019) to confront with the changes and new path of national education. Consequently, to act in accordance with the Ministry’s rules and regulations, the Faculty of Education implements those significant principles for revising the new curriculum as follows; 1) its conceptual framework focuses on competency

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of learners rather than learning contents which underlines self-learning competency and research of self-developing learners; 2) allocating the curriculum structure according to the uniqueness and areal context of Phuket Rajabhat University; 3) encouraging updated courses and various types of instructional innovation applied in the learning and teaching management; 4) promoting curriculum management, learning and teaching, professional practicing that encourages competency of learners maintaining teachers sprituality and philosophy, plus, required qualifications according to professional standard of teachers; and 5) fostering the plan to highen the curriculum quality assurance to educate learners to achieve the ultimate goal of the curriculum.

12. Impacts of Factors in 11 on Curriculum Development and Related Institutional Missions 12.1 Curriculum Development “Educational, art, social and cultural productivities are mental and intellectual development which are the origins and crucial elements of the other growths; as all maintain the Thainess. In terms of exquisite cultural preservation, it is essential to manipulate learning process, contents and proper activities which are precious mediums to enable learners to truly understand cultural values; skills, attitude, and moral behaviors; in order to, generate and choose the cultures and apply them in daily life appropreciately. Educational management for empowering learners to comprehend social and cultural differences; appreciate the nature of changes which motivates the learners to understand the entire circumstances; think; imagine; analyze actual situations and prevent it effectively. Moreover, the learning process development requires the balanced method to specify values and costs. The term ‘balance’ is needed to be gradually adjusted according to societies, eras, time, economy, and cultural assets countlessly. Since the changes of dynamic world and the expansion of digital technology have influences on people’s learning in 21st century and the development of new innovation which are regarded as interdisclipnary and cross-culture, these produce effects on teacher colleges to be a part of an organization to train quality teachers to coach pre-service teachers and develop in-service teachers’ competency to meet new methods of learning and teaching management. Thus, the curriculum

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development is the beginning step of mastering graduators in the new perspectives which underline the learning outcomes or competency qualified by Higher Education standard and Thailand Qualifications Framework on Education (four-year curriculum) 2019 (TQF 1) which elucidates the preferred charecteristics of teachers who are able to create learning and teaching environment; enhance good, talented, diligent and intelligent learners who equipped with 21st century skills, dilital intelligence, creative thinking skills, nationalism, conscious pride of community and the global citizen, professional specialization, virtuous attitudes towards professions, ethical and moral behaviors according to code conducts of teachers; excellent teams, knowledge and awareness of the changes; sufficient comprehension and self-development. 12.2 Related Institutional Missions The Faculty of Education has been developing the curriculums and various activities to prepare pre-service teachers and educators and launch diverse projects in each annual budget for training in-service teachers and educators. Specifically, the strengths of creating these curriculums and other activities consist of contents, knowledge, principles, and theoretical concepts of teacher profession, maturing, ethics, morality, sprituality, the code of professional ethics for teachers, cultural propagation and being good citizen in Thai and global communities, the raising of teaching experience and attending the internship in schools by maintaining intimate cooperation between teacher colleges, schools, and community; in order to encourage Phuket Rajabhat University’s missions which emphasizes on academic service works for society, and mastering and developing high-quality standard teachers and educators with high-standard professions. 13. Relations (If any) to Other Programs Offered by Other Faculties/Departments in the Institution (For Example, Courses Offered for Other Faculties/Departments or those Offered by Other Faculties/Departments) 13.1 Relations to Other Programs Offered by Other Faculties/Departments in the Institution General education

Core courses Free elective

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13.2 Courses /Course Offered in the Curriculum/ Courses Offered for Other Faculties/Departments or those Offered by Other Faculties/Departments)

All courses in the curriculum, undergraduate students from other fuculties are eligible to attend as free elective classes.

13.3 Curriculum Management 13.3.1 Nornimate a chair of department to coordinate between the faculty,

lecturers, and students in a consideration of courses, measurement and evaluation. 13.3.2 Appoint members of the curriculum board to direct and coordinate with

university in managing timeables, exam schedule, academic calendar, student affairs, academic service works, research, and the quality assurance as mentioned in TQF 2.

Section 2 Specific information of curriculum 1. Philosophy, Significance and Objectives of the Program 1.1 Philosophy

Mastering proficient, knowledgeable, and quality teachers in learning management, innovation creators, and active citizens

1.2 Significance Currently, teacher profession plays an important role to generate the powerful

country in order to overcome all changes and challenges. To do so, educating peoples, especially, young generation, is needed; in terms of leading them to be highly eduacated and delighted persons in all aspects. These would enable the nation to grow suscessfully and firmly; of course, the significant responsibility of all teachers is to nuture knowledge, thoughts, and sprits of these young people to be high quality citizens of the country in the near future. Consequently, teachers can be regarded as high influenctual ones to brighten up the nation’s future. To encourage student teachers to realize the significance of teachers, the Royal Guidance of His Majesty the King Vajiralongkorn in the graduation ceremony of teacher college at the new building, Suan Amporn on November 26th, 1980 is invited;

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“….the role of teacher is tremendously essential as it is to educate knowledge, thoughts, and minds to youth, once grown, effectively benefit the nation in the future. Hences, teacher is regarded as a crucial person to brighten up the future of the nation…”

In addition, another part of the Royal Guidance of Her Royal Highness the Princess Debaratanarajasuda in the graduation ceremony of teacher college at the new building, Suan Amporn on May 18th, 1983;

“…..A profession of teacher is enormously important as teachers play such a significant role for enlarging the nation powerfully. In order to do so, those young people development is needed, to enable them to fully grow and establish the growth of the nation….”

These Royal Guidances can be concluded that a teacher is truly important because the teacher is a grower of youth’s spririt and prosperities in all dimensions as key persons to develop the nation in the future.

1.3 Objectives The curricum aimed at mastering graduates to acheive the following goals;

1.3.1 Instructing graduates to comprehend concepts, principles and theories of teacher profession and core courses; 1.3.2 Educating graduates to be talented in teaching and learning management; and potentially developed; 1.3.3 Mastering graduates to be filled with teacher sprituality and philosophy; fully maintain code conducts of teachers.

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2. Improvement plans Improvement/Modification

Plan Stratergies Evidences/Indicators

1. Internship standard development

1.1 Internship l & Internship II 1.2 Internship in schools on specific majors

1.1.1 Phuket Rajabhat University demonstration school is provided for 1st year – 4th year student teachers to perform their internship. 1.1.2 The network of schools for professional practice during year 1 – year 4 is conducted. 1.1.3 The outcome report based on the internship criterion is informed.

2. Professional characteristics development

2.1 Launching the activities to promote required characteristics of teacher

2.1.1 Managing the activities to promote required characteristics of teacher 2.1.2 Providing projects to support required characteristics of teacher 2.1.3 Creating teaching professional manuals

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to support required characteristics of teacher 2.1.4 Evaluating and following up the professional characteristics development of teacher

3. Curriculum development and learning outcomes – based instruction

3.1 Evaluating and developing learning outcomes – based instruction curriculum 3.2 Enhancing teacher educators’ competency of learning outcomes – based instruction 3.3 Developing teaching methods of learning outcomes – based instruction

3.1.1 Evaluating and following up learning outcomes – based instruction curriculum 3.2.1 Compiling a teaching manual of learning outcomes – based instruction 3.3.1 Managing the training workshops emphasized on learning outcomes – based instruction 3.3.2 Research and develop teaching methods which emphasized on learning outcomes – based instruction.

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4. Lecturer potency development

4.1 Assign mentors for new teacher educators and provide them the orientation 4.2 Support teacher educators to achieve higer education and academic positions 4.3 Encorage teacher educators to conduct academic works, research and publish academic articles and research in national and international conferences

4.1.1 Regulate teacher educator mentors and provide the orientation. 4.2.1 The amount of teacher educators who achieved the higher education degrees and academic positions 4.3.1 The amount of academic works, research and publications

Section 3 Educational Management System, Program Implementation and Structure

1. Educational Management System 1.1 System (Semester/Trimester/Quarter System) 2 semesters; not less than 15 weeks of each semester. In case of summer session, as indiated in Phuket Rajabhat University’s regulation.

1.2 Summer Sessions None 1.3 Credit Equivalence Ratio (In Reference to Semester System)

None

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2. Program Implementation 2.1 Academic Calendar Offial hours, starts from semester 1 of academic year 2019

Semester 1 : June -September Semester 2 : November - February

2.2 Admission Requirements 2.2.1 Graduated not lower than high school levels or relevance; 2.2.2 Passed professional and academic aptitude test and obtained other

requirements as indicated according to office of the Higher Education commission’s regulation

2.2.3 Perform good behaviors 2.2.4 Good health or no health problems to study 2.2.5 Other requirements as indicated the university’s regulation 2.3 Limitations for Certain Groups of Newly Enrolled Students

2.3.1 Newly enrolled students’ adjustment in higher education level which aimes at self-learning and self-controlled systems.

2.3.2 Newly enrolled students has different levels of language proficiency 2.4 Strategies to Resolve Students’ Limitations in 2.3

Limitations Solutions Newly enrolled students’ adjustment in higher education level which aimes at self-learning and self-controlled systems

Arrange the orientation for newly enrolled students in all levels; university, faculty, and program; hold parents’ meetings; consultation, guidance by advisors; and student affairs

Newly enrolled students has different levels of language proficiency

Conduct language activities to improve their language skills

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2.5 A Plan for Admission and Graduation The Bachelor degree of Education plans to admis 60 students in each major as the following

Year of Students Amount of students each year

2019 2020 2021 2022 2023 First year 660 660 660 660 660

Second year - 627 627 627 627 Third year - - 620 620 620

Fourth year - - - 615 615 660 1,287 1,907 2,522 2,522

Expected graduates - - - 615 615 2.6 Budget Plans

2.6.1 Income (unit Baht)

Catergory Budget year

2019 2020 2021 2022 2023

1. Registration fee 1,800,000 3,600,000 5,400,000 7,200,000 9,000,000

2. Government bursary

2.1 Personnel 2.2 Coordination

budget 3. Investment 3 .1 Building and land 3.2 Durable goods

1,500,000 48,000

-

100,000

1,800,000 96,000

-

150,000

2,100,000 144,000

-

200,000

2,400,00 192,000

-

250,000

2,700,000 240,000

-

350,000

4. Research budget 125,000 125,000 125,000 125,000 125,000 Total income 3,573,000 5,771,000 7,969,000 10,167,000 12,365,000

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2.6.2 Expense (unit Baht)

Catergory Budget year

2019 2020 2021 2022 2023

1. Personnel budget 1,500,000 1,800,000 2,100,000 2,400,000 2,700,000 2. Learning and teaching 2.1 visiting lecturers 120,000 120,000 120,000 120,000 120,000 2.2 Learning and teaching quipments 200,400 400,800 601,200 801,600 1,002,000 3. Student affair 126,000 252,000 378,000 504,000 630,000 4. Curriculum management 420,000 840,000 1,260,000 1,680,000 2,100,000 5. Lecturers’ training 75,000 75,000 75,000 75,000 75,000 6. Infrastructure (university) 660,000 1,320,000 1,980,000 2,640,000 3,300,000 7. Infrastructure 70,000 80,000 90,000 100,000 110,000

8. Investment 8.1 Building and land - - - - - 8.2 Durable goods 100,000 150,000 200,000 250,000 300,000 9. Research budget 125,000 125,000 125,000 125,000 125,000

Total expenses 3,396,400 5,162,800 6,929,200 8,695,600 10,462,000

Average amount fee costs 30,000 Baht /person/year 2.7 Academic System

In class and accorded with Phuket Rajabhat Univerity regulations for Diploma and Bachelor degree Year 2019 (Appendix A )

2.8. Credit Transfer and Cross-institutional Enrollment (If any) As illustrated in Phuket Rajabhat Univerity regulations for credit transfering and

withdrawing Year 2019 (Appendix B)

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3. Curriculum and Faculty Members 3.1 Curriculum 3 .1 .1 Number of Credits The required number of credits in total must not be less than

142 credits

3.1.2 Curriculum Structure divided as follows 1) General Education not be less than 30 credits 2) Core Courses not be less than 106 credits

2.1) Teaching professions not be less than 43 credits 2.1.1) Teaching professions 31 credits 2.1.2) Internship 12 credits

2.2) Major courses not be less than 2.2.1) Compulsory course

63 42

credits

2.2.2) Elective 21 credits 3) Free electives not be less than 6 credits

3.1.3 Course Codes and Course Lists 1) Course codes consist of 7 numbers; the first 2 numbers represent the faculty/institution in charge. The next 2 digits after the course represent the department/project in charge of teaching management; the fifth digit represents the year of study; and the last 2 digits represent the order of the course offered in each course category respectively.

2) Courses are listed according to general education courses, core courses and free electives, each with course codes alphabetically listed

1. General Education not be less than 30 credits

1.1 Languages and communication not be less than 9 credits (L-P-S) 9901104 English for Communication 3(2-2-5) 9901206 English for Presentation 3(2-2-5) 9901105 Thai Language for Communication 3(3-0-6) 9901207 English for Study Skill 3(2-2-5)

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1.2 Humanities 6 credits (L-P-S) 9902103 Thai Citizens in Dynamic Society 3(2-2-5) 9902204 Integrated Management 3(3-0-6)

1.3 Social science 6 credits (L-P-S) 9903104 The Kings’Philosophy for SuStainable Development 3(2-2-5)

9903204 The Andaman Evolution 3(3-0-6)

1.4 Science Mathimatics and Technology 9 credits (L-P-S) 9904104 Information Technology for Learning 3(2-2-5) 9904206 Analytical Thinking for Problem Solving 3(3-0-6) 9904105 Holistic Health Development 3(2-2-5)

2. Specialized Courses not be less than 103 Credits 2.1 Teaching Profession Courses not be less than 34 Credits

2.1.1 Teaching Profession not be less than 22 Credits Code Course C(L-P-S)

1101101 Professional Teachers 3(3-0-6) 1105101 Psychology for Teachers 3(3-0-6) 1102101 Curriculum Development 3(3-0-6) 1103101 Innovation and Information Technology for Education 3(2-2-5) 1102202 Learning Management Science 3(2-2-5) 1104305 Learning Outcomes Measurement and Evaluation 3(3-0-6) 1106201 Educational Administration and Quality Assurance 3(3-0-6) 1101211 Thai Language for Teachers 3(3-0-6) 1104412 Research for Learning Development 3(2-2-5) 1101411 Professional Individual Development Project 1(0-2-1) 6305309 English Language for Teachers 3(3-0-6)

2.1.2 Internships 12 Credits

Code Course C(HR)

1100101 Internship I 2(90)

1100201 Internship II 2(90)

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1100302 Internship III 2(90) 1100401 Internship IV 6(290)

Course Descriptions of General Education Courses 9901104 English for Communication 3(2-2-5) Development of English skills for communication

including listening, speaking, reading, and writing; use of English language in various contexts

9901105 Thai Language for Communication 3(3-0-6)

Development of Thai language skills including listening, speaking, reading, and writing in order to communicate effectively; reading comprehension, text summarization, writing a summary, analyzing and synthesizing, researching, writing academic reports, and writing references

9901206 English for Presentation 3(2-2-5) Development of English language skills for

communicating with foreigners in local contexts, presentation of preliminary information related to Thailand and locals, personality development of communication and presentation, questions-responses from/to tourists

9902103 Thai Citizens in Dynamic Society 3(2-2-5) Philosophy, doctrines, principles of living according to

religious beliefs; problems and problem solving in life; good characteristics of Thai and global citizenship in dynamic society; participation in proposing solutions to solve social problems ethically

9902204 Integrated Management 3(3-0-6) Concepts and principles of integrated management,

modern management, self-management, financial management, negotiation, conflict management, leadership, teamwork, management based on social and environmental

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responsibilities and good governance, risk and disaster management, and cross-cultural management

9903104 The Kings ‘Philosophy for Local Development 3(2-2-5) The genius, teacher being, and the Ten Royal Virtues of

His Majesty King Bhumibol Adulyadej, the Royal Guidances, the Royal Speeches, the Royal Works, the Royal Initiative Projects, development study center; applications of theorical concepts and guidelines based on the Philosophy of Sufficiency Economy in order to analyze, plan, and develop oneself, organizations, community, environments and society for sustainable development

9903204 The Andaman Evolution 3(3-0-6) Thai and global societies and cultures in globalization era

emphasizing on the southern provinces of Andaman Coast in the dimensions of geography, history, economy, politics and government, societies and cultures, ideas, beliefs, traditions, rituals, music, plays, local wisdoms, architectures, costumes, and cuisine for equally co-existence

9904104 Information Technology for Learning 3(2-2-5) Principles and learning processes, self-learning, use of

information technology for investigating, inquiring and researching for information, and presentation, media and technology literacy; laws, ethics, and safety in use of information technology

9904105 Holistic Health Development 3(2-2-5) Concepts of holistic health promotion including physical,

mental, and social strenghts; self-care for well-being; physical and mental health exercising; recreations; exercising; healthy nutrition; and proper living

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9904206 Analytical Thinking for Problem Solving 3(3-0-6) Thinking, analyzing, and synthesizing systematically; use

of reasons for decision-making; problems and problem-solving in daily life

1101101 Professional Teacher 3(3-0-6) Philosophy, concepts, and theories of education;

definitions, significance, and teacher profession development; teacher roles; teacher characteristics; values, ideologies and spirituality of teachers; morals; ethics; the Code of Ethics of Teaching Profession; self-development for being a good teacher; teacher profession development; teacher professional regulations

1105101 Psychology for Teachers 3(3-0-6) Concepts, psychological theories, developmental

psychology, educational psychology, counseling psychology in order to analyze and develop learners according to their potential; use of psychology enhancing students’ motivation; application of psychology to classroom management for promoting learners based on their capability and potential for the improved quality of life

1102101 Curriculum Development 3(3-0-6) Theories, definitions, significance, components,

characteristics of the good curriculum, and types of curriculum; analyzing basic information; constructing aims of curriculum, contents and experiential learning; developing curriculum; implementing curriculum; managing curriculum; evaluating and revising curriculum, problems and trends of curriculum development

1103101 Innovation and Information Technology for Education 3(2-2-5) Concepts, theories, introduction to innovation and

information technology for education, principles of learning environment analyzed in schools; designing, constructing, and

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evaluating media and instructional innovation related to major contexts; innovation presenation and exhibition; creativity of digital technology for instruction; regulations of using instructional digital technology

1102202 Learning Management Science 3(2-2-5)

Principles, concepts, theories, definitions and significance of learning management; learning management processes; learning management models; learning management for the 21st century; classroom management; learning management plans and designs; learning management plans and teaching practice

1104305 Learning Outcomes Measurement and Evaluation 3(3-0-6) Principles, concepts, and guidelines for measuring and

evaluating students’ learning outcome; morals and ethics of evaluators; instruments, techniques and methods of measurement and evaluation; designs and development of authentic measurement and evaluation instruments; performance evaluation; portfolio evaluation; measurement and evaluation practices; use of results to develop learners

1106201 Educational Administration and Quality Assurance 3(3-0-6) Concepts, principles, theories of educational

administration, school administration, roles and capacity of administrators, school information system, concepts and principles of educational quality management, educational standards, educational quality assurance, knowledge management in schools, regulations of school administration

1101211 Thai Language for Teachers 3(3-0-6) Speech for teachers; principles and use of Thai language

skills including listening, speaking, reading, and writing to transmit learning management and messages in various disciplinaries for teachers; personality training enhancing self-confidence by using dialogue model

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1104412 Research for Learning Development 3(2-2-5) Concepts, principles, types and designs of educational

research; the code of ethics for researchers; classroom research designs; literature review and related studies; research instrumentation; innovation development; data collection; statistics and data analysis; research report writing

1101411 Professional Individual Development Project 1(0-2-1)

Gathering, analyzing, and synthesizing capacity; teacher performance; teacher characteristics indicating the code of ethics of teacher profession through the processes of after- action review and self-learning; participating in Professional Learning Community

6305309 English Language for Teachers 3(3-0-6) Use of English language for communication including

English listening, speaking, reading, and writing, vocabulary, reading articles, texts, news, documents, textbooks; use of interrogative and imperative sentences, demonstrations, conversations and correspondences; use of English language for teacher professional development; study of socio-cultural backgrounds of English-speaking countries; peaceful co-existence

1100101 Internship I 2(90) Studying, observating, interviewing and collecting data

from after-action review and participating in knowledge and experiences sharing about school conditions, community conditions, relationship between schools and communities, teacher practices as an instructor and classroom teacher, structure of school administration, learning activities, advising and helping-student system, teacher characteristics indicating the code of ethics for teacher profession, teachers’ activities both inside and outside schools including participating in Professional Learning Community

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1100201 Internship II 2(90)

Performing as a teacher assistant with mentors on planning and designing contents; organizing learning activities; creating instructional media and innovations; assessing and evaluating students’ learning outcomes; setting up learning atmosphere in classrooms; administering educational quality assurance; collaborating with teachers in schools to arrange learning activities for developing students to acquire the desirable characteristics; being a good role model with the code of ethics for teacher profession including participating in Professional Learning Community

1100302 Internship III 2(90) Performing teaching, planning learning contents,

organizing learning activities, creating instructional media and innovations, assessing and evaluating students’ learning outcome, setting up learning atmosphere in classrooms, using teaching techniques for learning management, recording and reporting learning outcome systematically, collaborating with teachers in schools to arrange learning activities for developing students to acquire the desirable characteristics, conducting a case study of learners in classrooms, being a good role model with the code of ethics of teacher profession including participating in Professional Learning Community

1100401 Internship IV 6(290) Performing as a teacher; planning and designing contents;

organizing learning activities; creating modern instructional media and innovations; setting up learning atmosphere in classrooms; using teaching techniques for learning management; recording and reporting learning outcome systematically; collaborating with teachers in schools for working; administering educational quality assurance; arranging learning activities for developing students to acquire the desirable characteristics; solving learners’ problems to acquire

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the desirable characteristics through appropriate research methodology; collaborating with community to enhance conserving local cultures and wisdoms; being a good role model with the code of ethics for teacher profession including participating in Professional Learning Community

2.2.4 English Major Objectives of English Major

1. To gain knowledge, principles, theories, and contents in teaching profession and English-majored courses

2. To be skillful in various learning management for promoting students to learn and develop themselves to their highest potential

3. To perform good morals and ethics following Teacher Professional Code of Conduct and value the virtue of being a teacher

2) Major Courses (1) Compulsory course courses not be less than 42

Credits

Code Course C(L-P-S)

1117313 Design of English Learning Units 3(2-2-5) 1129101 Linguistics for English Language Learning Management 3(2-2-5) 1129201 Phenetics and Phonology for English Language Learning

Management 3(2-2-5)

1129202 Principles of English Language Learning Management 3(3-0-6) 1129302 English Grammar Learning Management through Contexts 3(2-2-5) 1129303 Media and Digital Technology for English Language Learning

Management 3(2-2-5)

1129304 English Language Learning Measurement and Evaluation 3(3-0-6) 1129305 Research in English Language Learning Management 3(2-2-5) 6335109 English Language Principles for English Language Teachers 3(3-0-6) 6335110 Listening and Speaking for English Language Teachers 3(2-2-5) 6335209 Critical Reading for English Language Teachers 3(3-0-6) 6335210 Introduction to English Literature 3(3-0-6)

26

6335310 Academic Writing for English Language Teachers 3(3-0-6) 6335311 Translation for English Language Teachers 3(3-0-6)

(2) Elective courses not be less than 21 Credits

Code Course C(L-P-S) 1129203 Integrated English Language Learning Management 3(2-2-5) 1129301 Global Cultures for English Language Learning Management 3(2-2-5) 1129306 Children Literature for Learning Management 3(3-0-6) 1129307 English Language Learning Management through Drama 3(2-2-5) 1129401 Academic Reading for Teacher Professional Development 3(3-0-6) 1129402 Seminar in English Language Learning Management 3(2-2-5) 1129403 English Language for Language Proficiency Tests 3(3-0-6) 6305220 Public Speaking in English 3(2-2-5) 6305231 English from Digital Media 3(3-0-6) 6305352 English for Communicating Thai Culture 3(3-0-6) 6305369 Selected Asian Literary Works 3(3-0-6) 6305374 English Semantics 3(3-0-6) 6305376 English Essay Writing 3(3-0-6) 6305420 Creative English Writing 3(2-2-5)

27

3) Study Plan

Year 1 (1st Semester) Code Course Credits Course

9901105 Thai Language for Communication 3(3-0-6) General Education

9903104 The Kings’Philosophy for SuStainable Development

3(2-2-5)

General Education 9904105 Holistic Health Development 3(2-2-5) General Education 1102101 Curriculum Development 3(3-0-6) Teaching Profession 1103101 Innovation and Information Technology for

Education 3(2-2-5) Teaching Profession

6335109 English Language Principles for English Language Teachers

3(3-0-6) Compulsory

6335110 Listening and Speaking for English Language Teachers

3(2-2-5) Compulsory

Total 21 Credits Total 63 hours per week

Year 1 (2nd Semester) Code Course Credits Course

9901103 Thai Citizens in Dynamic Society 3(2-2-5) General Education 9901104 Thai Language for Communication 3(2-2-5) General Education 9904104 Information Technology for Learning 3(2-2-5) General Education 1100101 Internship I 2(90) Internship 1101101 Professional Teachers 3(3-0-6) Teaching Profession 1105101 Psychology for Teachers 3(3-0-6) Teaching Profession 1129101 Linguistics for English Language Learning

Management 3(2-2-5) Compulsory


28


9902204 Integrated Management 3(3-0-6) General Education

9904206 Analytical Thinking for Problem Solving

3(3-0-6) General Education

1100201 Internship II 2(90) Internship 1101211 Thai Language for Teachers 3(3-0-6) Teaching Profession 1106201 Educational Administration and

Quality Assurance 3(3-0-6) Teaching Profession

1129201 Phenetics and Phonology for English Language Learning Management

3(2-2-5) Compulsory

1129202 Principles of English Language Learning Management 3(3-0-6)

Compulsory


Year 2 (2nd Semester)

Code Course Credits Course

9901206 English for Presentation 3(2-2-5) General Education

9903204 The Andaman Evolution 3(3-0-6) General Education 1102202 Learning Management Science 3(2-2-5) Teaching Profession

1104305 Learning Outcomes Measurement and Evaluation

3(3-0-6) Teaching Profession

1117313 Design of English Learning Units 3(2-2-5) Compulsory

6335209 Critical Reading for English Language Teachers

3(3-0-6) Compulsory

6335210 Introduction to English Literature 3(3-0-6) Compulsory

Total 21 Credits

Total 63 hours per week

29


1100302 Internship III 2(90) Internship 1104412 Research for Learning Development 3(2-2-5) Teaching Profession 1129302 English Grammar Learning

Management through Contexts 3(2-2-5) Compulsory

1129303 Media and Digital Technology for English Language Learning Management

3(2-2-5) Compulsory

6335310 Academic Writing for English Language Teachers

3(3-0-6) Compulsory

....... Elective Major 1 3(..-..-..) Major Elective


Total 20 Credits



1129304 English Language Learning Measurement and Evaluation

3(3-0-6) Compulsory

1129305 Research in English Language Learning Management

3(2-2-5) Compulsory

6335311 Translation for English Language Teachers

3(3-0-6) Compulsory



....... Free Elective Course 3(..-..-..) Free Elective

Total 18 Credits


30


1100401 internship IV 6 (290) Internship

Total 6 Credits

Total 290 hours per semester

Year 4 Semester 2

Code Course title Credits Course 1101411 Professional Individual Development

Project 1(0-2-1) Teaching

Profession 6305309 English of Teachers 3(3-0-6) Teaching

Profession ....... Major Elective 5 3(..-..-..) Major Elective ....... Major Elective 6 3(..-..-..) Major Elective ....... Major Elective 7 3(..-..-..) Major Elective ....... Free Elective 3(..-..-..) Free Elective

Total 16 credits A total of 48 hours / a week

31

4) Course description (1) Compulsory courses

1117313 Designing of English Learning Units 3(2-2-5) Definitions, importance and elements of English learning units, learning

management designs based on the standard of The Basic Education Core Curriculum, designs and evaluation of English learning units. 1129101 Linguistics for English Language Learning Management 3(2-2-5)

Concepts, principles, basic linguistic theories, linguistic elements and characteristics, nature of language recognition, sociolinguistics, applied linguistics, integration of English learning management in various simulations. 1129201 Phonetics and Phonology for English Language 3(2-2-5) Learning Management

Concepts, principles, phonetic and phonological theories, phonemic systems, morphemic systems, systems of phonetic symbols, principles of pronouncing consonants and vowels, stress, intonation and transcription, and integrated activities conducted to facilitate the learning of listening and speaking skills. 1129202 Principles of English Language Learning Management 3(3-0-6)

Concepts, principles, theories, methods for English language teaching, roles of English language teachers and students, and behavioral and psychological theories of language learning 1129203 Integrated English Language Learning Management 3(2-2-5)

Integrated English language learning management on listening, speaking, reading and writing skills; English language learning management associated with a variety of situational contexts; trends of the current English language learning and teaching management; and English language activities conducted for social services

32

1129301 Global Cultures for English Language Learning Management 3(2-2-5)

Concepts, theories, the relationship between language and cultures, cultural diversity and differences, principles of English language teaching for strengthening cultural capacity of learners, application of Thai cultures, native English speakers’ cultures and international cultures for English language learning activities. 1129302 English Grammar Learning Management through Contexts 3(2-2-5)

Analysis of lexical formations, genres and patterns, phrases and sentences, lexical and phrasal and sentential structures, advanced structured sentences, and lexical learning management and English grammar based on specific contexts. 1129303 Media and Digital Technology for English Language Learning Management 3(2-2-5) Definitions and media genres and digital technology, principles of selecting design, media and digital technology evaluation in English language learning management, digital media and multi-media production in the form of games and applications for English language learning management, online social media selection for English language learning development. 1129304 English Language Learning Measurement and Evaluation 3(3-0-6)

Concepts, principles, theories, types, measurement goals and English language learning evaluation, designs, development and qualitative analysis of instruments and assessment, tendencies of measurement and assessment using technology in language testing and virtue of evaluators. 1129305 Research in English Language Learning Management 3(2-2-5)

Concepts, principles, theories, and forms of English language learning management research, trends of issues about English language learning management, literature review, research methodology, designs and instrumentation, data collection, data analysis and discussions, research findings and conclusions, research report writing and future research to enhance and develop English language teaching and learning.

33

1129306 Children Literature for Learning Management 3(3-0-6) Elements, genres, features of English literature for children, books, pictures, tales, poetry, songs and documentaries for children, learning designs using children literature to develop English language skills as well as enhancing imagination and thinking skills. 1126307 English Language Learning Management through Drama 3(2-2-5) Elements, types, characteristics of plays, technical terms about drama, English language education through English drama, play script writing, stage plays conducted in English language, and integration into English language learning management. 1129401 Academic Reading for Teacher Professional Development 3(3-0-6) Reading and analyzing academic articles related to education, discussions about important issues raised from case studies, national and international research for English language learning management 1129402 Seminar in English Language Learning Management 3(2-2-5) Templates and guidelines for organizing an academic seminar with respect to English language teaching, seminar organization and training with respect to English language teaching under the current issues, experience sharing in terms of organizing activities in English language learning management in various contexts. 1129403 English Language for Language Proficiency Tests 3(3-0-6)

Principles, concepts, elements of test design, analysis, techniques for overcoming Standard English tests such as TOEFL, IELTS, TOEIC, and language skill practice tests according to the Common European Framework of Reference for Languages (CEFR).

34

6335109 English Language Principles for English Language Teachers 3(3-0-6) Structures and types of words and sentences in English language, tenses,

clauses, phrases, idioms, application to listening, speaking, reading, and writing grammatically. 6335110 Listening and Speaking for English Language Teachers 3(2-2-5)

Principles, English language listening and speaking techniques, listening comprehension, informative and summary speaking, presentation in the classroom, idea discussions and use of English language for learning management. 6335209 Critical Reading for English Language Teachers 3(3-0-6) Elements and patterns of specific types of English-written works, reading comprehension, interpretation, summarization, analysis of linkage between data, practical application of reading strategies and techniques in organizing learning activities for the development of English language reading skills. 6335210 Introduction to English Literature 3(3-0-6) Patterns and elements of English prose and poetry, analysis of figurative language and the art of literature, interpretation, concepts, beliefs, values and implied cultures in literature, and literary criticism. 6335310 Academic Writing for English Teachers 3(3-0-6) Principles of academic writings, types, patterns and elements of academic writing, academic written work analysis, short academic article writings, abstract writings, ethical quality for academic writings, patterns of bibliographic writings according to the academic principles. 6335311 Translation for English Language Teachers 3(3-0-6)

Principles and translation procedure, practices and English-Thai and Thai-English translation, and application of translated works in English language learning management.

35

6305220 Public Speaking in English 3(2-2-5) Principles of public speaking in English language, methods for presentation, content organizations, opinion giving, use of figurative language and public speaking techniques. 6305231 English for Digital Media 3(3-0-6)

English language listening and reading skill learning from digital learning media and Internet sources, and information searching from databases. 6305352 English for Communicating Thai Culture 3(3-0-6)

Vocabulary, idioms and English language sentences describing history, geography, religions, cultures, traditions, values, beliefs, and lifestyles of Thai people. 6305369 Selected Asian Literary Works 3(3-0-6)

Asian cultural background learning from novels, short stories, essays, poetry, plays, literatures, and other literary works such as magazines, articles, and the discussions of authors, which were translated into English language. 6305374 English Semantics 3(3-0-6)

Importance of meaning, elements of meaning in lexical, phrasal and sentential levels, texts in various semantic levels, meaning changes, and relationship between meanings and experiences 6305376 English Essay Writing 3(3-0-6) Elements, patterns, and structural types of essay writing in various purposes such as descriptive essay, narrative essay and argumentative essay, use of punctuation, conjunctions, and appropriacy of language levels associated with situations and contexts 6305420 Creative English Writing 3(2-2-5) Vocabulary and sentence structures for English language writings, writing techniques, patterns, article writing, and short story and essay writings based on the creative thinking of learners.

36

3.2 Program’s Full-Time Teaching Staff

Name

Qualification

Program

Educational Institution/ Year

Academic Position

Teaching Task (Hrs./Week)

2019

2020

2021

2022

2023

1. Ms. Parat

Usama

M.A.

B.A.

Teaching English as an International Language Language for Development

Prince of Songkla University /2014 Prince of Songkla University/ 2010

Lecturer 15 15 15 15 15

2. Ms. Khanita Limhan

M.A.

Grad.Dip. B.A. (Second-Class Honors)

Applied Linguistics (Teaching English for specific purpose) (international program) Teaching Profession English

Mahidol University /2013 Ramkhamhaeng University/ 2011 Bansomdej- Chaopraya Rajabhat University/2009

Lecturer 15 15 15 15 15

37

Name

Qualification

Program

Educational Institution/

Year

Academic Position


2019

2020

2021

2022

2023

3. Ms. Thana wan Kong kaw

M.A. B.A. (Second- Class Honors)

Applied Linguistics (Teaching English for specific purpose) (international program) Language for Development

Mahidol University /2015 Prince of Songkla University/ 2009

Lecturer 15 15 15 15 15

4. Ms. Pati moh Yuso

M.A. B.A. (Second-Class Honors)

Applied Linguistics (Teaching English for specific purpose) (international program) Education (English)

Bachelor of Education (English)

Mahidol University /2015 Prince of Songkla University/ 2009

Lecturer 15 15 15 15 15

38

3.3 Full-Time Teaching Staff

Name

Qualification

Program


Academic Position


2019

2020

2021

2022

2023

1.Mrs. Wanida Rattanamong kol

M.Ed. B.A.

Educational Psychology and Guidance General Management

Mahasarakham University /1999 Loei Rajabhat University /1996

Lecturer 12 12 12 12 12

2.Mr. Suwi cha Wiriyamanu wong

Ph.D. M.Ed. B.Ed.

Management for Development Educational Psychology Elementary Education

Rajabhat Rajanagarin-dra University /2011 Khon Kaen University/ 1994 Nakhon Ratchasima Rajabhat University/ 1992

Assistant Professor

6 6 6 6 6

3.Mr. Adun Nakaro

Ed.D. M.Ed B.Ed.

Curriculum Research and Development Elementary Education Elementary Education

Srinakharinwirot University 2008 Prince of Songkla University /1995 Songkhla Rajabhat University /1991

Lecturer 8 8 8 8 8

39

Name

Qualification

Program


Academic Position


2019

2020

2021

2022

2023

4.Ms. Sanha phat Arun thari

Ph.D. M.Ed. B.Ed.

Curriculum and Instruction Early Childhood Education Early Childhood Education

Valaya Alongkorn Rajabhat University/ 2015 Chulalongkorn University/ 1992 Chulalongkorn University /1988

Assistant Professor

9 9 9 9 9

5.Mr. Nipon Boriwatanan

Ph.D. M.Ed. B.Ed.

Educational Communica-tions and Technology Educational Technology English

Kasetsart University/ 2019 Srinakharinwirot University/ 2004 Dhonburi Rajabhat University/ 1996

Lecturer 12 12 12 12 12

6.Mr. Ratta pol Phrom saard

M.Ed. B.Ed.

Educational Evaluation Educational Evaluation

Srinakharinwirot University/ 2003 Prince of Songkla University, Pattani Campus /1995

Assistant Professor

8 8 8 8 8

40

Name

Qualification

Program


Academic Position


2019

2020

2021

2022

2023

7. Mrs. Natchadarat Na-Nakorn

Ph.D. M.Ed B.Ed.

Curriculum and Instruction Curriculum and Instruction Business Education

Valaya Alongkorn Rajabhat University/ 2014 Valaya Alongkorn Rajabhat University/ 2008 Chiang Mai Rajabhat University /2002

Lecturer 15 15 15 15 15

8.Ms. Pasuta Kaewmanee

M.Ed. B.A.

Educational Technology and Communica-tions Communica-tion Arts

Thaksin University/ 2015 Songkhla Rajabhat University/ 2011

Lecturer 15 15 15 15 15

9.Mr. Somkiat Sadja rak

Ed.D. M.Ed. B.Ed.

Lifelong Education and Human Development Audio-visual Education Elementary Education

Silpakorn University/ 2012 Chulalongkorn University/ 1997 Srinakharinwi-rot University /1992

Lecturer 12 12 12 12 12

41

Name

Qualification

Program


Academic Position


2019

2020

2021

2022

2023

10.Mr. Wora chest Chans ara

M.A. B.Ed.

Development Strategy Computer Education

Phuket Rajabhat University 2011 Chiang Mai Rajabhat University 1994

Lecturer 9 9 9 9 9

11.Ms. Chuti ma Pra muan suk

M.B.A. B.Acc.

Business Administration Accountancy

Ramkhamhaeng University/2005 University of the Thai Chamber of Commerce/ 2002

Lecturer 9 9 9 9 9

12. Mr. Prasert Khun Thong chan

Ph.D. M.A. B.Ed.

Music Development Strategy Community Development

Mahasarakham University /2015 Phuket Rajabhat University/2006 Phuket Rajabhat University/ 2002

Lecturer 12 12 12 12 12

42

Name

Qualification

Program


Academic Position


2019

2020

2021

2022

2023

13. Ms. Chana porn Sang ngam

M.A. B.A.

Ethnomusi-cology Thai Music

Srinakharinwirot University/ 2015 Naresuan University/ 2006

Lecturer 12 12 12 12 12

14. Ms. Chalisa Koysu psin

M.A. B.Ed. (First-Class Honors)

Primary Education (Policy and Practice) Elementary Education

Institute of Education, University College London/ 2017 Chulalongkorn University/ 2013

Lecturer 9 9 9 9 9

15.Ms. Nanta rat Anukul

M.Sc. B.Sc.

Computer Science Computer Science

Prince of Songkla University/ 2010 Prince of Songkla University/ 2007

Lecturer 12 12 12 12 12

16. Ms. Aksara1phak Hong khao

M.Ed. B.Ed.

Business Education Business Education

Srinakharinwirot University /2014 Phuket Rajabhat University/2003

Lecturer 15 15 15 15 15

43

Name

Qualification

Program


Academic Position


2019

2020

2021

2022

2023

17. Ms.Prapatsanan Pheng kit

M.Ed. B.Ed.

Special Education Early Childhood Education

Suan Dusit University/ 2007 Surindra Rajabhat University/ 2003

Lecturer 9 9 9 9 9

18. Ms. Chutamart Chu chan

M.Ed. B.Ed.

Educational Psychology Mathematics

Prince of Songkla University/ 2006 Yala Rajabhat University/ 2004

Lecturer 12 12 12 12 12

19. Mr. Som porn Rujikittioangsuthon

LL.M. B.Pol.Sc. LL.B.

Laws International Relations and Comparative Governments and Politics Laws

Mae Fah Luang University 2011 Sukhothai Thammathirat Open University /2010 Mae Fah Luang University /2008

Lecturer 15 15 15 15 15

44

Name

Qualification

Program


Academic Position


2019

2020

2021

2022

2023

20. Mr. Rat charot Punya bun

Ph.D. M.A. B.A.

Philosophy Philosophy Community Development

Panjab University 2013 Delhi University 2007 Chiang Rai Rajabhat University 2001

Lecturer 6 6 6 6 6

21. Ms. Jarunee Kongkul

Ph.D. M.A. B.Ed.

Thai Studies Thai History Social Studies

Burapha University/ 2016 Srinakharinwirot University/ 2011 Suan Sunandha Rajabhat University/ 2001

Lecturer 6 6 6 6 6

19. Mr. Som porn Rujikittioangsuthon

LL.M. B.Pol.Sc. LL.B.

Laws International Relations and Comparative Governments and Politics Laws

Mae Fah Luang University 2011 Sukhothai Thammathirat Open University /2010 Mae Fah Luang University /2008

Lecturer 15 15 15 15 15

45

3.4 Qualification criterion of lecturers and educational staff The qualifications of full-time lecturers, the qualifications of the Lecturers

Responsible for the program and visiting lecturers must conform to the regulation from the Ministry of Education on the standard criterion for undergraduate programs that are currently executed. Furthermore, these following qualifications are additionally required for lecturers of teaching professional courses: 3.4.1 A lecturer must obtain at least one academic degree or graduate diploma in education (Bachelor's degree, Graduate diploma in teaching profession, Master’s degree, and Doctor’s degree) or must gain not less than 60 hours of Pedagogical Content Knowledge Training. 3.4.2 A lecturer must have at least 1 year of experience in higher education teaching. In case that experience is less than 1 year, a minimum of 50% of teaching hours with a three-year-up co-lecturer is required, and 3.4.3 Qualifications of course coordinators must be consistent with their teaching disciplines. In addition, lecturers must have at least 1 academic work published in any channel relevant to their teaching courses, such as textbook, book, research, innovation, and invention. In terms of research article publication, at least 3 articles must be published within the last 5 years, and 3.4.4 A lecturer must have at least 1 year of teaching experience in fundamental and/or vocational education. In case that experience is less than 1 year, a lecturer must obtain at least 1 year of teaching experience in fundamental and/or vocational education within 3 academic years, therefore, the teaching experience during his/her education is included. Remark: In case that a teaching profession lecturer has initiated his/her teaching before TQF1 was executed, qualification criterion of teaching profession lecturers no. 3.4.2 – 3.4.4 will be omitted. 4. Elements of Field Training (Co-operative Education or Teaching Profession Experience Training) Profession experience training program organized by the Faculty of Education consists of school management observation, teaching practice in classrooms, and internship in specific disciplinary fields in educational institutions. The teaching

46

practicum in educational institutions includes independent teaching practice under the supervision of university supervisors, integration of knowledge for designing learning plans, learning process with media provided, innovation, techniques, and appropriate learning strategies in respects of specific and major subjects to improve learning of learners, learning evaluation development for learners, recording and reporting of learning outcome, academic activities, in class-research development for learners, seminars on education, and other additional teacher tasks except for teaching. The Faculty of Education annually provides teaching profession training opportunity for the first-fourth year students to learn and implant their positive attitude in teaching profession, and intensively increase the levels of teaching profession experience respectively. 4.1 Standard learning outcome of field experience training According to the regulation of the Faculty of Education, the tasks and characteristics of teaching practicum in educational institutions must focus on practical outcome and fulfilling potential of learners to be prepared for being quality professional teachers as follows: - 4.1.1 Obtain knowledge potential, which includes knowledge regarding course content and other fields of knowledge. 4.1.2 Understand learning management essential, which consists of: - 1) Love, respect, pride, spirit, ideology and morality in teaching profession. 2) Voluntariness, patience, generousness, accountability and honesty on both academic and professional assignments, and self-development. 3) Knowledge regarding professional principles, concepts, theories and essentials. 4) Knowledge regarding principles, concepts, theories and major course content. 5) Thinking, searching, analyzing and evaluating data from media and other various information sources. 6) Being considerate of others, positive thinkings, and emotional and social maturity.

47

7) Teamwork, good leadership and fellowship, building good relationship between learners, colleagues, parents and community, responsibility for the common good in terms of economy, society, and environment. 8) Accountability for self, duties, learners, colleagues, society, and problem solution. 9) Use of Information Technology (IT) to explore knowledge from various sources, which includes the use of computer programs for learning management and tasks, conference organization, search engines, management and information searching and transfer, reliability check of information and awareness of copyright infringement and plagiarism. 10) Learning activity management and designs from workshops and actual situations.

4.2 Sessions 1. internship I / semester 2 / academic year 1 2. internship II / semester 1 / academic year 2 3. internship III / semester 1 / academic year 3 4. internship IV / semester 1 / academic year 4

4.3 Time management and schedule

Year Teaching Profession Experience Training

Hour(s) and Timetable

1 Internship I 2 credits 90 hours (8 hours/week or 1 day/week)

2 Internship II 2 credits 90 hours (8 hours/week or 1 day/week)

3 Internship III 2 credits 90 hours (8 hours/week or 1 day/week)

4 Internship IV 6 credits 290 hours (Teaching practicum in a specific discipline in educational institutions for 1-semester long, only 4th year student )

48

5. Teacher Enhancing Activities Teacher Enhancing Activities are divided into 2 activities for each semester as follows:- 5.1 Compulsory course activities 5.1.1 Voluntary activities or/and public consciousness/community service must

be annually provided 5.1.2 Activities to strengthen citizenship must be provided in any academic year.

The required activities are listed below: - 1) Nation, religions and Royal enhancing activities. 2)Sufficiency Economy Philosophy and/or the King's Philosophy activities. 3) Morality development activities and honesty and anti-corruption support. 4) Student scout activities.

5) Health enhancement and inappropriate intercourse and pregnant prophylactic activities. 6) Democracy-promoting activities, including elections and student council activities. 7) Teacher professional skill development activities in fine art, music, dancing art, and sports.

5.2 Elective activities, which can be provided as the additional activities by educational institutions. Such activities are listed below: -

5.2.1 Teacher development activities. 5.2.2 Innovation and technology development activities. 5.2.3 Community service and cooperation activities. 5.2.4 Academic seminar and workshop. 5.2.5 Academic discipline and honesty-enhancing activities. 5.2.6 Other activities in accordance with institutional contexts.

49

6. The Description for Conducting an Independent Project or Research 6.1 Brief Scope Classroom action research is prescribed to conduct research for learning development which consists of research elements or instructional media projects. Research topics must be related to the tasks assigned during the fieldwork, which aims at developing learning and teaching in schools or communities in a practical way with a report submission according to thematic paper writing and time specified by the curricular. 6.2 Expected Learning Outcome 6.2.1 Love, be faithful and proud of teacher profession, ideological spirits of being a teacher, and follow the code of conduct for teacher 6.2.2 Be proficient in and understand principles, concepts, theories, and contents of the profession 6.2.3 Be proficient in and understand concepts, theories, and contents of Compulsory course courses 6.2.4 Build and apply knowledge learned from conducting research, create or co-create an innovation for student learning development, and promote students to be an innovator or co- innovator, also to contribute knowledge to communities or societies 6.2.5 Work collaboratively, work in team, be a good leader and follower, have a good personal relationship with students, colleagues, parents, and communities, be responsible for community in economical, social, and environmental dimensions 6.2.6 Have analytical skills in statistical data, synthesizing skills of quantitative and qualitative data to understand a body of knowledge or educational issues accurately and rapidly 6.2.7 Implement activities and design learning management for students to learn through practical experiences, and actual work situations 6.3 Time Frame Semester 1 and 2 of Year 3 6.4 Number of Credit 3- Credits

50

6.5 Preparation It is required to enroll in research courses for learning development to conduct educational research during year 3. The consulting hours are specified while the notes are recorded. The information relevant to the independent project is always updated on a website, as well as independent project examples are shown to study. 6.2.6 Assessment and Evaluation Process The results are assessed through the progression of independent projects or research which are written in consultation record by a supervisor, and evaluated through a report whose patterns of presentations are specified by the program and processing system. Such independent projects or research must be possibly done at the initial stage of the processes especially the main processing system of the program and examination arrangement.

Section 4: Learning Outcomes, Teaching Strategies, and Evaluation

1. Development of Special Characteristics of Students Special Characteristics Strategies or Activities of Learners

1. Teaching Ability Learners are able to use a variety of teaching methodology by considering students’ individuality so that they learnnupdated situations and social changes; be able to apply computer technology in learning and teaching; be proficient in listening, speaking, reading, and writing of Thai and English languages; and be active in learning, and understand nature of students which are integrated in relevant courses.

2. Academic Ability Students have knowledge and keen on contents of teaching resulting in effective applications in teaching contexts of basic education; be creative; have skills and common

51

2. Development of Learning Outcomes of Each Domain 2.1 Development of Learning Outcomes of Each Domain (General

Education) 2.1.1 Ethics and Morals 1) Leaning Outcome of Ethics and Morals

(1) Have ethics and morals such as justice, self- awareness, self-control, self- reflection, and live relying principles of self- sufficiency economy, etc.

(2) Be disciplined and responsible for oneself and society

(3) Dedicated, kind, and public- spirited (4) Aware of ethics and morals for being a democratic

citizen and recognition of Thainess

senses to solve problems; be aware of the values of Thai/ English languages; and have positive attitudes towards an assessment and evaluation of instructional media to employ in learning and teaching, in analysis of curriculum, and integrate the knowledge with other relevant subjects.

3. Morals Learners follow code of conduct for teacher; employ moral principles in living; and be patient, faithful and moral.

4. Personality Learners have social and collaborative skills with others; be able to provide a consultation for students; be a nice, dedicated, passionate about teaching, active and progressive person; listen to student’s opinions; have a public mind; and be able to manage one’s tasks; and wear politely.

52

2) Teaching Strategies Used in Development of Ethics and Morals Learning Outcome

(1) Teach and/or implement activities by inserting contents of ethics and morals, public-mind of being democratic citizens, and recognition of Thainess

(2) Encourage learners to respect laws, rules, or regulations of the university such as classroom attendance, punctuality, wear clothes as announced by the university, and admire people who dedicated or give rewards based on proper opportunities

(3) Assign learners to work in groups, and train them to be responsible for oneself and society

3) Assessment Strategies of Ethics and Morals Learning

Outcome (1) Assess learner behaviors such as class attendance,

punctuality, classroom activities involvement, being a role model, and helping others (2) Observe learner behavior in following the rules and

regulations of the university (3) Assess assigned responsibilities

2.1.2 Knowledge 1) Learning Outcome of Knowledge (1) Be proficient, broaden, and understand major contents of subjects (2) Be able to integrate knowledge of studied subjects relevant with environment, society, and economics with systematic approaches and the connection between knowledge to other relevant fields (3) Understand progression of knowledge of a subject studied (4) Have visions, understand and appreciate values of oneself and others, societies, arts and cultures, and nature 2) Teaching Strategies Used in Development of Knowledge Learning Outcome

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(1) Implement learning and teaching in a form of lecture and discussions with focus on learners; emphasize activities arrangement integrated background knowledge with previous experiences of learners and new learning experiences of new subjects (2) Teach by emphasizing an integration of subjects knowledge relevant to environment, societies, and economics with systematic teaching approaches or integrating knowledge in the other relevant subjects (3) Arrange study visits or invite experts as a guest speaker who specialized in a particular topic (4) Assign learners to study, research knowledge and new methodology, and conduct research for knowledge extension

3) Assessment Strategies of Knowledge Learning Outcome (1) Tests, midterm examination, and final examination (2) Assess from discussions, idea and opinions exchanging

in classrooms (3) Assess from practices of student performances (4) Assess from presentations in front of the classes

2.1.3 Cognitive Skills 1) Learning Outcome of Cognitive Skills (1) Have a holistic thinking skill (2) Have a lifelong learning skill for continually developing oneself (3) Be able to apply knowledge in preventing and solving problems

2) Teaching Strategies Used in Development of Cognitive Skills Learning Outcome

(1) Organize learning- teaching activities following the associated thinking processes of the relationships between things logically as well as interrelate with other thinking systems such as group-discussions, group- solving problems, simulation for learners to practice decision making, etc. in order to solve problems effectively, and implement activities to enable learners to think through

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Discerning Cognitive, Respecting (Affective), Engaging Active), and Transforming with results in a production of thinking to change oneself

(2) Implement teaching and learning activities to train learners to select thinking systems properly by considering appropriate issues throughout analytical thinking skills, synthesizing, and evaluating reliability of the information and its concept leading to the reasonable decision making and solving problems creatively

(3) Arrange teaching and learning activities from authentic experiences such as study visits, interviews, discussions with experts, and summarize its main idea, concepts, reflections which could be applied in preventing and solving problems

(4) Arrange learners to study, research information from various resources with several methods in both in-house and other educational institutions

3) Assessment Strategies of Cognitive Skills Learning Outcome

(1) Assess learner’s behaviors regarding their cognitive skills including observing, questioning, researching, analytical thinking, synthesizing, and evaluating respectively

(2) Assess simulations and have students to practice decision making, logical problem solving in which both teachers and learners collaboratively evaluate the productions

(3) Assess from assigned works and presentations in front of the classes

2.1.4 Learning Outcome of Interpersonal Skills and Responsibilities 1) Learning Outcome of Interpersonal Skills and Responsibilities

(1) Participate and moderate in problem solving of groups by developing an awareness of others’ feelings, having positive attitudes and emotional and social maturity, and playing their roles appropriately

(2) Have initiative thoughts in analyzing problems based on the roles of oneself and groups

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(3) Be responsible in long-term learning as well as self- development

(4) Be public-mind and a valuable citizen of Thai and global communities

2) Teaching Strategies Used in Development of Interpersonal Skills and Responsibilities Learning Outcome

(1) Implement teaching and learning activities through actual experiences from pair and group works to train the responsibility, good leadership and fellowship, interpersonal skills, self-adaptibility and acceptance of differences in a society

(2) Implement teaching and learning activities to enable learners opportunities to interactively learning and analyzing problems such as group works, role plays, and case studies to solve problems, etc.

(3) Implement teaching and learning activities to enable learners to be aware of the importance and values of giving, caring, protecting public properties and not taking into self- preservation

(4) Insert contents/implement activities of being a valuable citizen of Thai and global communities so that learners have broadened visions, understand and accept the social and methodological changes as well as conduct oneself suitably with conditions and roles in society and timing

3) Assessment Strategies of Interpersonal Skills and Responsibilities Learning Outcome

(1) Observe learners’ behaviors and performances during group work activities

(2) Assess from group-work presentations (3) Assess learners’ responsibilities from the assigned

tasks

2.1.5 Numerical Analysis, Communication, and Information Technology Skills

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1) Learning Outcome of Numerical Analysis, Communication, and Information Technology Skills (1) Be able to apply mathematical methodology and statistics in living and working suitably (2) Be able to use information technology wisely in developing intelligence and knowledge, and use technology in communication, searching information screened, collecting, analyzing, and presenting knowledge discovered suitably (3) Be able to use an effective language in communication

2) Teaching Strategies Used in Development of Numerical Analysis, Communication, and Information Technology Skills

(1) Lecture mathematic principles, statistics and/ or quantitative analysis which are applicable in living and working

(2) Implement learning activities for learners to have an opportunity to have access to data with suitable information technology and to gain up- to- date information and achieve expected goals

(3) Teach by focusing on learners’ use of Thai and/ or foreign languages in receiving and sending messages correctly according to grammatical features of listening, speaking, speaking and writing including patterns of presentations appropriate with groups of audiences

3) Assessment Strategies of Numerical Analysis, Communication, and Information Technology Skills Learning Outcome

(1) Observe learners’ behaviors and performances during participation in learning activities or extra-curricular activities organized by the university

(2) Assess learners’ presentation of written paper and/ or presentation in front of the classes

(3) Assess learners’ capacities in surfing online information and acknowledging academic references correctly

2.2 Development of Learning Outcome of Each Domain (Core Courses)

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2.2.1 Ethics and Morals 1) Leaning Outcome of Ethics and Morals

(1) Express the passion, faithfulness, and pride of teaching profession and spirit of teacher being, and follow the code of conduct for teachers

(2) Be service-minded, public-minded, patient, dedicated, responsible and faithful towards tasks assigned in academic and teaching professions, and be able to develop oneself continually, be a good role model for students, family, society, and nation, and strengthen the development of sustainability

(3) Hold values and characteristics of democracy: respect one’s rights and others, be harmonious and be able to work with others, employ rationales and intelligence in living and making a decision

(4) Have courage to express ethics and morals, be able to consider, manage and solve problems regarding ethics and morals accurately according to social contexts, working conditions, and environments by relying on principles, reasons, and consideration of values, social norms and other people’s feelings, and public benefits, be anti-corruption, and immoral behaviors, have an awareness of maintaining transparency of society and nation

2) Teaching Strategies Used in Development of Ethics and

Morals Learning Outcome (1) Dialectic analysis of critical issues regarding ethics

and morals of society and academics including critical issues of code of conduct for teachers

(2) Interactive Action Learning (3) Case study

(4) Participation of teacher professional development activities throughout the years of curricular

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3) Assessment Strategies of Ethics and Morals Learning Outcome

(1) Assessment and evaluation of analysis of dialectics (2) Assessment and evaluation of classmates (3) Assessment and evaluation of case studies (4) Assessment and evaluation of participation of teacher

professional development throughout the years of curriculum 2.2.2 Knowledge 1) Learning Outcome of Knowledge (1) Philosophy, theories, and educational principles (2) Educational psychology, development psychology, and learning psychology (3) Curricular development and learning management sciences (4) Instructional media, innovations, and learning technologies (5) Assessment and evaluation of learning outcome (6) Research and educational innovations for learning (7) Administration, mentoring, and educational quality assurance 2) Teaching Strategies Used in Development of Knowledge Learning Outcome (1) Analysis and synthesis of a body of knowledge in an inquiry method (2) Literature review and summarization of a status of a body of knowledge (3) Dialectic analysis of critical issues of a body of knowledge and theories (4) Collaborative learning for applying and evaluating values of a body of knowledge in the real world situations

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(5) Participation of teacher professional development activities throughout the years of curriculum

3) Assessment Strategies of Knowledge Learning Outcome (1) Assessment and evaluation of analysis and synthesis of knowledge

(2) Assessment and evaluation of literature review and a status of a body of knowledge

(3) Assessment and evaluation of dialectic analytical results

(4) Assessment and evaluation of collaborative learning results (5) Assessment and evaluation of participation of teacher professional development activities throughout the years of curriculum 2.2.3 Cognitive Skills 1) Learning Outcome of Cognitive Skills (1) Be able to think, navigate, analyze facts, and measure data, media, information technology from various sources with literacy skills, be an active citizen with a global mindset, be able to encounter and adapt to any changes in the digital world; crossing platforms of technology, and the global future, be able to apply it in working, taking into consideration, solving problems and developing products creatively by considering knowledge, principles of theories, practical experiences, values, concepts, policies and strategies of nation, social norms, and future possible effects (2) Be an intellectual leader, be able to initiate and develop work creatively, have academic and profession leadership skills, be able to instruct and share knowledge with educational institutions, communities, and societies creatively (3) Be able to build and apply knowledge conducted from research and innovations for student learning development and developing them to be innovators including transferring knowledge to communities and societies

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(4) Realize the values and importance of the King’s Philosophy of Sustainable Development and apply it in self- development and student, working and community development 2) Teaching Strategies Used in Development of Cognitive Skills Learning Outcome (1) Dialectic Analysis of critical issues with respect to academics, profession, and society (Problem- based- Learning) (2) Researching for building a new body of knowledge (Research- based- Learning) (3) Researching and developing innovations with visions (Research and Development and Vision- based Learning) 3) Assessment Strategies of Cognitive Skills Learning Outcome (1) Assessment and evaluation of critical issues of academics, profession, and society (2) Assessment and evaluation of results of research for building a new body of knowledge (3) Assessment and evaluation of innovative research and development (4) Assessment and evaluation of participation of teacher professional development activities throughout the years of curricular

2.2.4 Learning Outcome of Interpersonal Skills and Responsibilities 1) Learning Outcome of Interpersonal Skills and Responsibilities (1) Be able to realize and understand other’s feelings, have positive attitudes, and have an emotional and social maturity (2) Be able to work with others, work in teams, be a good leader and follower, have a good interpersonal relationship with students, colleges, student’s parents and people in communities, and have a responsibility towards public in economics, society and environment

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(3) Have responsibilities towards tasks, oneself, students, colleagues and public, and be able to help and solve problems by oneself, groups and between groups with creativity 2) Teaching Strategies Used in Development of Interpersonal Skills and Responsibilities (1) Learning practices of Participative Learning through Action (2) Shared leadership in academic presentations (3) Thinking, giving and listening to opinions with reflective thinking (4) Participation of teacher professional development activities throughout the years of curriculum 3) Assessment Strategies of Interpersonal Skills, and Learning Outcome and Responsibilities (1) Assessment and evaluation from collaborative learning results (2) Assessment and evaluation from results of studying, problem searching/ solving (3) Assessment and evaluation from group presentations and leadership in discussions and interrogations (4) Assessment and evaluation from participation of teacher professional development activities throughout the years of curriculum 2.2.5 Numerical Analysis, Communication, and Information Technology Skills 1) Learning Outcome of Numerical Analysis, Communication, and Information Technology Skills Learning Outcome (1) Be able to analyze numerical data and information both in statistics and mathematics to understand components of knowledge and problematic issues rapidly and correctly

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(2) Be able to communicate with students, people, and groups effectively with several approaches including speaking, writing, and delivering presentations in various forms by using appropriate technologies and innovations (3) Be able to use information technology, package application software necessary in learning management, working, meeting, managing and searching data and information, receiving and sending data and information by employing a wise consideration in examination of reliability of data and information, as well as awareness of copyright infringement and plagiarism 2) Teaching Strategies Used in Development of Numerical Analysis, Communication, and Information Technology Skills (1) Follow- up analysis and presentations of crucial issues regarding an educational field from newspaper (2) Searching and delivering presentations regarding an educational field by using information technology (3) Participation of teacher professional development activities throughout the years of curriculum 3) Assessment Strategies of Numerical Analysis, Communication, and Information Technology Skills Learning Outcome (1) Assessment and evaluation of analytical follow- up and presentations of crucial issues regarding in an educational field (2) Assessment and evaluation of searching and delivering presentations regarding an educational field by using information technology (3) Assessment and evaluation of participation of teacher professional development activities throughout the years of curriculum 2.2.6 Learning Management Sciences 1) Learning Outcome of Learning Management Sciences

(1) Specialize in learning management with various approaches by focusing on students, be able to design and create curricular courses, contents, activities, learning management, and classroom management; media and technology use, and appropriately and creatively evaluate student learning outcome

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(2) Be able to analyze students individually in order to design, and arrange contents and learning activities associated with their individual differences of interests and abilities in various groups (3) Implement activities for students to learn from authentic experiences, skill trainings, thinking processes, encountering problems management, turning practices into skills, be able to think and work by integrating working, learning, ethics, and morals and applying knowledge in prevention, problem solving and development (4) Create an atmosphere, build environments, instructional media, learning sources, and local wisdoms both in and out of educational institutions, coordinate with student’s parents, gradients, and people in communities, and every section to moderate convenience and collaboratively develop students to the most potential with proficiency, have wisdoms which enable to learning extensively (5) Be able to apply research findings to social contexts and cultures in learning management and student development (6) Learning management for student development, development of oneself and society to gain 21st century skills such as learning, literacy, and life skills, etc., and living following the philosophy of sustainability 2) Teaching Strategies Used in Development of Learning Management Sciences (1) Teaching professional trainings before teaching internship in an educational institution (2) Full- time internship (Field- based Learning through Action) (3) Participation of teacher professional development activities throughout the years of curriculum 3) Assessment Strategies of Learning Management Sciences Learning Outcome (1) Assessment and evaluation from teaching professional trainings before internship (2) Assessment and evaluation from full- time internship

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(3) Assessment and evaluation from participation of teacher professional development activities throughout the years of curriculum 3. Curriculum Mapping of Learning Outcome from Curriculum to Courses 3.1 General Education The learning outcome in the table mean as follows: 3.1.1 Ethics and Morals (1) Have ethics and morals such as justice, self- awareness, self-control, self- reflection, and live according to the principles of self- sufficiency economy, etc. (2) Be disciplined and responsible for oneself and society (3) Be dedicated, kind, and public- spirited (4) Be aware of ethics and morals for democratic citizenship and Thainess 3.1.2 Knowledge (1) Be proficient and understand major contents of subjects with broad scope (2) Be able to integrate knowledge of studied subjects relevant to environment, society, and economics with systematic system approaches or relating knowledge to other relevant fields (3) Understand progression of knowledge of studied subjects (4) Have visions, understand and appreciate values of oneself and others, societies, arts and cultures, and nature 3.1.3 Cognitive Skills

(1) Have holistic thinking skills (2) Have long-term learning skills for continually developing oneself (3) Be able to apply knowledge in problem preventing and solving

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3.1.4 Interpersonal Skills and Responsibilities (1) Participate and moderate in solving problems of

groups by developing awareness of others’ feelings, have positive attitudes, emotional and social maturity, and maintain the assigned duties appropriately

(2) Have creative thoughts for analyzing problems based on the assigned duties

(3) Be responsible for long-term learning as well as self- development

(4) Be public- spirited and valuable citizens of Thai and global communities

3.1.5 Numerical Analysis, Communication, and Information Technology Skills Learning Outcome (1) Be able to apply mathematical methodology and statistics in living and working suitably (2) Be able to use information technology wisely in developing intelligence and knowledge; and technology in communication; searching information screened; collecting, analyzing, and presenting knowledge discovered suitably (3) Be able to use effective languages in communication 3.2 Core Courses The learning outcome in the table mean as follows:

3.2.1 Ethics and Morals (1) Express passions, faithfulness, and pride of a teaching

profession and spirit of teacher being, and follow code of conducts for teachers (2) Be service- minded, public- spirited, patient, dedicated,

responsible and faithful for academic tasks assigned and teaching professions, and be able to continually develop oneself, a good role model for students, family, society, and nation, and strengthen the development of sustainability

(3) Maintain democratic values and characteristics; respect one’s rights and others, be harmonious and able to collaborate with others, employ rationales and intelligence in living and decision making

(4) Have courage and express ethics and morals, be able to consider, manage, and solve problems regarding ethics and morals accurately

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according to social contexts, work conditions, and environments by relying on principles, reasons, and consideration of values, social norms and others’ feelings, and common goods, anti-corruption, and fallacies, have an awareness to maintain transparency of society and nation

3.2.2 Knowledge

(1) Philosophy, theories, and educational principles (2) Educational psychology, development psychology, and learning psychology (3) Curricular development and learning management (4) Instructional media, innovations, and learning technology (5) Assessment and evaluation of learning outcome (6) Learning research and educational innovations (7) Administration, mentoring, and educational quality assurance

3.2.3 Cognitive Skills (1) Be able to think, navigate, analyze facts, and measure data, media, information technology from various sources with literacy skills, be an active citizen with a global mindset, be able to encounter and self-adapte to any changes in the digital world, crossing platforms of technology, and the world in the future, be able to apply it in working, taking into consideration, problem solving and developing products creatively by considering knowledge, principles of theories, practical experiences, values, concepts, policies and strategies of nation, social norms, and possible effects to happen (2) Be intellectual leaders, be able to initiate and develop work creatively; have academic and professional leadership skills; share and transfer knowledge with educational institutions, communities, and societies creatively (3) Be able to build and apply knowledge conducted from research and innovations for student learning development and developing them to be innovators including transferring knowledge to communities and societies (4) Realize the values and importance of the King’s Philosophy of Sustainable Development and apply in self- development and students, work and community development

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3.2.4 Interpersonal Skills and Responsibilities (1) Be able to realize and understand others’ feelings, have positive attitudes, emotional and social maturity (2) Be able to collaborate with others, teamwork, be a good leader and follower, have a good interpersonal relationship with students, colleagues, parents, and people in communities, have a responsibility towards public in economics, society, and environment (3) Have a responsibility towards tasks, one-self, students, colleagues, and public, be able to help and solve problems by oneself, groups, and between groups creatively 3.2.5 Numerical Analysis, Communication, and Information Technology Skills Learning Outcomes (1) Be able to analyze numerical data and information both in statistics and mathematics to understand components of knowledge and problematic issues rapidly and correctly (2) Be able to communicate with students, people, and groups effectively with several approaches including speaking, writing, and delivering a presentation in various forms by using appropriate technologies and innovations (3) Be able to use information technology, package softwares necessary in learning management, working, meeting, managing and searching data and information, receiving and sending data and information by employing logical considerations in examination of reliability of data and information, as well as awareness of copyright infringement and plagiarism 3.2.6 Learning Management Sciences

(1) Specialize in learning management with various approaches by focusing on students, be able to design curricular courses, contents and activities, learning management, classroom management, media and technology use, and appropriately and creatively and evaluate student learning outcome

2) Be able to use psychological knowledge for individual learner analysis, learning content design and arrangement, administrator, assistant mechanisms, and learner development and supports which responds to learners’

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needs, interests, skills and abilities which are diverse between people or special needed learners

(3) Implement and design teaching and learning activities for students to explore authentic experiences, skill trainings, thinking processes, encountering problem management, practice and skill earning

4) Create learning environment, instructional media, learning resources, technologies, cultures and wisdoms for learning from in-house and outside institutions. Be able to coordinate cooperation with parents, guardians and community in order to facilitate work collaboration; to develop wise and intelligent learners, and continuously seek knowledge with their full potential

5) Be able to facilitate students to obtain 21st century skills, live under the Sufficiency Economy Philosophy and apply them to design lesson plans for students and self-development.

Section 5 Criterion for Learner Evaluation

1. Regulations and Criterion to Rank Score Levels (Learning Outcome) Measurement and graduation as indicated in the regulations of Phuket Rajabhat

University (Appendix A) 2. Verification Processes of Student Standard Achievement

2.1 Verification of Standard Learning Outcome during Educational Period of Learners 2.1.1 There are board members verifying details of courses, field experiences, and activities supporting student teachers throughout the curriculum and courses created in accordant with domains of learning of the curriculum. 2.1.2 Learning outcome verifications of courses. 2.1.3 Schools which accept students for an internship in a major subject evaluate students’ teaching performances following domains of learning and verifying

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teaching practice outcomes according to criterion, methods and conditions of the Teachers Council of Thailand. 2.1.4 Verification of Curriculum of Bachelor of Education 1) Working situations or continuing education of graduates 2) Verification from entrepreneurs 3) Verification from schools 2.2 Domains of Learning Verification after Graduation 2.2.1 Evaluated by graduates 2.2.2 Evaluated by graduate users 3. Criterions for Graduation from the Curriculum

Graduation criterion of the program as indicated in the regulations of Phuket Rajabhat University, the minimum criterion of each course and graduation criterion according to the curriculum. Students need to earn a total number of credits as indicated in the curriculum and obtain GPA not less than 2.0 from 4 - point system or equivalent; will recieve a bachelor’s degree of education.

Section 6 Emphasis of Lecturers on Competency-Based Education

1. Preparations for New Lecturers 1.1 Assign new lecturers to attend the orientation or seminars organized by the faculty of Education and/or Phuket Rajabhat University 1.2 Provide a mentor for new lecturers in order to give advice and consult in terms of teaching and learning management 1.3 Assign new lecturers to observe classroom teaching of lecturers responsible for the curriculum in order to improve their learning management capabilities, teaching techniques, and assessment and evaluation skills 1.4 Support new lecturers to seek research scholarship from funds in and out of the university 2. Knowledge and Skill Development for Lecturers 2.1 Development of Teaching Skills and Measurement and Evaluation

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2.1.1 Assign lecturers to attend trainings for teaching and learning management, measurement and evaluation, research, and academic work development 2.1.2 Domestic and international inspections on teaching and learning management, measurement and evaluation, research, and academic works 2.1.3 Support and give lecturers opportunities to share and learn experiences on teaching and learning management, measurement and evaluation, research, and academic work from lecturers responsible for the curriculum 2.2 Academic and Lecturer Professional Development 2.2.1 Develop lecturers in terms of academic and professional matters and academic positions including instruction, research, educational services, religious maintenance, Thai/foreign language skills and academic work productions to obtain higher academic position 2.2.2 Support lecturers to attend trainings, seminars and inspect academic and professional activities from schools and relevant organizations in domestic and international settings 2.2.3 Support lecturers to produce and present various types of academic papers in national and international academic conferences

Section 7 Curriculum Quality Assurance

1. Curriculum administration The operations of lecturer administrations have been managed following the announcement of the Ministry of Education under the issue of Standard Criterion of Bachelor’s Degree Curriculum of 2015 as follows: 1.1 Lecturers responsible for curriculum/ compulsory courses 1.1.1 Lecturers responsible for the curriculum play their roles as administrators and developers of the curriculum and teaching and learning management in terms of planning, controlling quality, mentoring, evaluating and developing the curriculum.

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1.1.2 Not less than 3 lecturers responsible for the compulsory courses are required to permanently station as the major subject lecturers throughout the educational management of the major subjects, and be responsible for only one major subject 1.1.3 Lecturers responsible for major subjects must hold a minimum of master’s degree or equivalent in accordance with the available curriculum, academic positions at or above ‘Assistant Professor’, and at least one academic paper published within 5 years following the specified criterion of academic promotion for higher position. 1.2 Full-time Lecturers Full-time lecturers must hold a minimum of master’s degree in accordance with the available major subjects, an academic position at or above ‘Assistant Professor’, and at least one academic paper within 5 years published following the specified criterion of academic promotion for higher position. 2. Graduates Graduate production or teaching and learning activities to enable learners to obtain academic and professional knowledge, have graduate characteristics specified in Thai Qualifications Framework for Higher Education in education program (4 years) 2019. Graduates need to have virtue, morality, knowledge, abilities to develop themselves and apply knowledge for living in the society with physical and mental strengths, consciousness and responsibilities as Thai and global citizen with expected identities required by the university including: 2 . 1 Support graduates to become qualified persons following the Thai Qualifications Framework for Higher Education Framework in education program (4 years) 2019 as: 2.1.1 Moral 2.1.2 Knowledge 2.1.3 Cognitive skills 2.1.4 Interpersonal skills and responsibility 2.1.5 Numerical analysis, communication and information technology skills 2.1.6 Learning management science

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2.2 Average score of graduates who work and/or are employed as freelancers within one year after graduation Surveying at least 70 percent of graduates who employed and/or worked as freelancers; and received regular income within a year after graduation 3. Students 3.1 Supporting and Giving Advice to Students 3.1.1 Giving Advice on Academic and other Issues to Students The faculty appointed academic advisors for students, and the department also manages an advisory system by assigning one lecturer to supervise one student group until their graduation. The lecturer meetings are provided to design operation plans for giving advice to students with difficulties in learning, giving suggestions on student activity management, coping with student identities following The Thai Qualifications Framework for Higher Education by providing office hour services for students to visit and consult with their advisor. 3.1.2 Appeal of Students If the students are suspicious about the evaluation results of courses, they can file a complaint to check their test answer sheet, scores as well as evaluation methods of the course lecturers. The curriculum will cope with the student appeal in the following ways: 1) Bring the student appeal into the meeting for a solution finding 2) Inform the results of the problem solving to the student 3) Plan the guideline for the students’ participation in problem solving 3.2 Labor Market and Social Needs, and/or Graduate User Satisfaction 3.2.1 The institutional needs towards graduates who specialized and graduated according to Compulsory course field of educational program; and at least 70 percent of graduates get expected careers 3 . 2 . 2 Survey results for curriculum development found that graduate users require graduates whose abilities to use information technology and foreign language communicative proficiency

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3.3 Student Quality Assurance 3.3.1 Admission The qualification required by the curriculum for newly enrolled students to graduate a senior high school or equivalent (Grade 12 ) and obtain PAT 5 score results without any psychiatric symptoms or physical disabilities. To be accepted, the newly enrolled students are expected to pass the written test and interview session. The administration processes of the curriculum are as follows: 1) Admission processes 2) Applying the Admission processes into practice 3) Process evaluation 4) Process development from the evaluation results 5) Obvious concrete results from the development 3.3.2 Student Support and Development The curriculum has developed students’ abilities and reinforced them to engance the 21st century skills in the following ways. 1) System and mechanism for student development 2) Use of the system and mechanism in practices and processes 3) Process evaluation 4) Process development from the evaluation results 5) Obvious concrete results from the developemnt 3.3.3 Effects on Students The effects on students are reported as follows: 1) The stable quantity of the students in the curriculum 2) Graduation 3) Satisfaction and results from student appeal management 4. Lecturers 4.1 Lecturer Administration and Development 4.1.1 New lecturer employment The selection criterion for hiring new lecturers are created absed on regulations of Phuket Rajabhat University. The new lecturers are required to obtain a master’s degree in related field of education and scores of English proficiency test.

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4.1.2 Lecturers’ participation in planning, following up, and revising the curriculum Lecturers responsible for the curriculum and full-time lecturers are required to organize meetings to discuss teaching and learning management plan, evaluate and give approval on the subject evaluation, gather information for the curriculum reform, and discuss the model for accomplishing the goal of the curriculum and create graduates with the expected characteristics. 4.1.3 Appointment of visiting lecturers Visiting lecturers are assigned to be responsible for 50 percent or lower of teaching hours of each subject, and full-time lecturers are mainly responsible for the subject. The visiting lecturers need to gain authentic experiences, and hold a minimum of master’s degree. In case, the visiting lecturers have lower than a master’s degree, they need to have the authentic work experiences, and other appointment needs are as indicated in the announcement of Phuket Rajabhat University. 4.2 Curriculum Assurance 4.2.1 Lecturer administrator and development can be managed in the following ways: 1) System and mechanism for lecturer administrator and development 2) Use of system and mechanism for lecturer administrator and development 3) Evaluation of lecturer administrator and development processes 4) Integrated improvement/ process development from evaluation results 4.2.2 Lecturer Quality 1) A minimum of 40 percent of lecturers responsible for the curriculum holding a doctor’s degree is required. 2) A minimum of 10 percent of lecturers responsible for the curriculum holding an academic position is required.

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3) The 20 percent of total average score or higher of weighted sum of lecturers responsible for the curriculum’s academic works are required. 4.2.3 Effects on Lecturers The effects on the lecturers are listed as follows: 1) The stable quantity of the lecturers 2) The satisfaction of the lecturers 5. Curriculum, Teaching and Learning and Learner Evaluation 5.1 Curriculum Administration

The curriculum has been managed following the administrative structure of the faculty. A deputy dean for academic affairs and a chair of department manage teaching, learning and curriculum following the Thai Qualifications Framework for Higher Education, education program (4 years) 2019. The objectives, system and mechanisms for curriculum management are described follows. 5.1.1 The curriculum is administrated based on the Domains of Higher Education Curriculum and the Thai Qualifications Framework for Higher Education, education program (4 years) 2019.

5.1.2 The curriculum is administrated based on the administrative structure of the faculty of Education including the dean, deputy dean for academic affairs and curriculum board members who manage the curriculum following the domains and objectives of the curriculum. Besides, there is an institution of secretaries performing as facilitators for teaching, learning and resource management.

5.1.3 There are curriculum board members who design policies, plans and action plans as follows: 5.1.3.1 The curriculum board members determine philosophy

and objectives of the curriculum following the National Economic and Social Development Plan, and the university development plan based on the standard academic and professional principles of higher education.

5.1.3.2 The curriculum board members specify qualifications of the students who study in the faculty, identities of graduates; and develop the expected identities of graduaters.

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5.1.3.3 The curriculum board members develop and reform the curriculum to be accordance with social conditions and academic and professional standard; and refine the curriculum following the social conditions and academic and professional standards with teaching and learning processes and the curriculum evaluation.

5.1.3.4 The curriculum board members offer lecturers of each subjects to provide specifialized subjects in accordance with the number of students and evaluate the effectiveness of teaching and learning management of lecturers.

5.1.3.5 The curriculum board members support curriculum lecturers to develop academic and professional skills continuously.

5.1.3.6 The curriculum board members are responsible for selecting appropriate schools to perform internship, providing supervisors for students, preparing students for the internship, and evaluating the outcomes.

5.1.3.7 The curriculum board members runs projects for budget approval to build and improve laboratories, equipment, durable articles and others supporting teaching and learning process development.

5.2 Teaching and Learning Administration 5.2.1 Preparations before the Semester Starts. 5.2.1.1 The curriculum board members appoints lecturers with

related qualifications to the program to be the lecturers responsible for the curriculum. 5.2.1.2 The curriculum assigns the lecturers to prepare teaching

and learning equipment, instructional media, course documents, other facilities, and the teaching and learning follow – up and report making.

5.2.2 Teaching and Learning Management Follow-Up 5.2.2.1 The department designs the teaching and learning

observational system to examine problems, obstacles and lecturer capabilities. 5.2.2.2 The department encourags the lecturers to emphasize

their teaching and learning processes on students’ abilities to seek knowledge and use various kinds of integrated media.

5.2.2.3 After the end of teaching and learning processes, the department/university assigns learners to evaluate teachers’ teaching methods as well as assignsthe teacher to evaluate their teaching management and gained outcome.

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5.2.2.4 After the end of the semester, the department follows up the outcomes of teaching quality evaluation and verifications of student learning achievement.

5 . 2 . 2 . 5 After the end of each academic year, the department draws an annual draft report of department management and use the information from the report to revise teaching strategies, skills of lecturers in using teaching strategies, and facilities effecting to the curriculum quality. The department writes a report and submits the overall results of the curriculum management to the dean of the faculty.

5.3 Curriculum Outcomes Evaluation and Follow-Up 5.3.1 Determine a minimum effective standard of department

curriculum administration 5.3.2 Evaluate expected characteristics of pre-graduates 5.3.3 Create a teacher evaluation system and announce to others 5.3.4 Evaluate students’ satisfaction towards the curriculum and

teaching and learning management in every academic year 5.3.5 In every 5 year, the department proposes experts to evaluate

curriculum outcome management. The quality of the curriculum will be evaluated by the visiting experts through visiting, reading the draft report of curriculum management outcomes and attending a meeting to interview pre-graduates and graduate users.

5.3.6 The department appoints board members with required qualifications as specified by the Office of the Higher Education Commission (OHEC) to revise the curriculum in every 5 years. The board members revise the curriculum by considering the suggestions from experts, new graduates, and graduate users, and economic and social changes which effects the expected identities of the graduats.

5.4 Curriculum Assurance 5.4.1 Essence of Subjects in the Curriculum The department manages the essence of subjects in the curriculum as follows: 1) Concepts in curriculum management, information for curriculum development and objectives of the curriculum

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2) Revise the curriculum and subjects up-to-date. (1) System and mechanism for curriculum design and development (2) Use of system and mechanism for practices (3) Evaluation processes of curriculum design and development (4) Improvement and integration of the processes from evaluation and development outcomes 5.4.2 Lecturer System Placement and Teaching and Learning Processes The program manages the lecturer system establishment and teaching and learning processes as follows: 1) Specify lecturers 2) Follow –up and verify TQF 3-4 3) Teaching and learning process control 4) Provide teaching and learning processes with practices in higher education level 5) Integrate obligations of the university with teaching and learning as follows: (1) System and mechanism on lecturer system establishment and teaching and learning management (2) Use of the system and mechanism for practices (3) Evaluation processes (4) Improvement and integration of the processes from evaluation outcome

(5) Following of PDCA cycle process 5.4.3 Learner evaluation The curriculum evaluates the learners by: 1) Evaluate learning outcome following the Thai Qualifications

Framework for Higher Education 2) Examine learning outcome evaluation of learners 3) Control teaching and learning management evaluation and

evaluate the curriculum based on TQF 5, TQF 6 and TQF 7 by following these steps:

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(1) System and mechanism about learner evaluation ( 2 ) Use of system and mechanism for practices and operations (3) Evaluation processes in learner evaluations (4) Improvement, development, and integration of the processes from evaluation outcome

(5) Learning actions based on the PDCA cycle process 6. Learning Support Material

6.1 Learning Support Material 6.1.1 Budget Administration The faculty provides the annual budgets including the

annual government statement of expenditure and the revenue to sufficiently purchase textbooks, visual aids, audiovisual aids and computer system to support classroom teaching and learning and provide appropriate self-learning environment for the students.

6.1.2 Existent Teaching and Learning Resources The faculty prepares books, textbooks and search engine

through databases. The Office of Academic Resources and Information Technology provides textbooks for administrations and others. The office also provides databases for students to search for academic information. Moreover, the faculty offers book, technical textbooks and sufficient equipment to support teaching and learning management.

1) Places and Teaching Equipment Students and lecturers use the Faculty of Education,

Phuket Rajabhat University to teach, practice and conduct research. The details of equipment for teaching, operation, and research conducting are:

Order Lists of items Number

1 Teaching practice room 2 2 Phuket Rajabhat University Demonstration

School 1

3 Computer 1

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4 Projector 2 5 Visualizer 1 6 Video camera 1

2) The Office of Academic Resources and Information Technology The Office of Academic Resources and Information Technology provides learning resources to support academic issues of the Faculty of Education. The office stores more than 140,000 educational books, 80 educational journals, 300 educational DVDs and 5,400 CDs. 6.1.3 Additional Teaching and Learning Resources The faculty has collaborated with the Office of Academic Resources and Information Technology in purchasing books, and relevant textbooks for lecturers and students for teaching and learning support. To purchase books, lecturers of subjects suggest book titles of needed books and other materials. Also, visiting lectures suggest lists of needed books for the central library. In the part of the faculty, a small library is provided to give services on supplying books, textbooks, and specific journals, and other teaching aids for lecturers to support their teaching such as projectors, computers, image transmitters and visualizers. 6.1.4 Sufficient Resource Evaluation To evaluate the sufficiency of resources, the faculty asks staffs of the Office of Academic Resources and Information Technology responsible for purchasing books for the central library to evaluate the sufficient number of the books and textbooks for the lecturers and students. Also, staffs from audio visual equipment department who facilitates lecturers with visual media have to evaluate sufficiency of visual media and satisfaction of lecturers in using the visual media.

6.2 Quality Assurance of Learning Support Material The faculty manages learning support material in the following ways: 6.2.1 Orgnize the operation by lecturers responsible for the

curriculum’ participation in order to provide learning support materials, and effective materials for teaching and learning management

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6.2.2 Improve operation processes following the satisfactory results of students and lecturers on learning support material. The faculty manages learner evaluation as follows:

(1) System and mechanism about learner evaluation (2) Use of system and mechanism for practices (3) Evaluation processes in learner evaluation (4) Improvement, development, and integration the processes from evaluation outcome

(5) Learning actions based on the PDCA cycle process 7. Key Performance Indicators Performance results need to reach the objectives of entire key performance indicators at a good level for 2 academic years continuously in order to follow up TQF performance. The criterion for ‘Pass’ is the execution following indicators no. 1-5 as well as achieving 80 percent of key performance indicators specified each year.

Key Performance Indicators 1st year

2nd year

3rd year

4th year

5th year

(1) At least 80 percent of curriculum lecturers attend meetings to plan, follow up and reconsider the curriculum management

x x x x x

(2) There is the curriculum description following TQF 2 format which is consistent with Thai Qualifications Framework for Higher Education.

x x x x x

(3) There are description papers of every subject and fieldwork experience subject following TQF 3 and TQF 4 format before the beginning of each semester.

x x x x x

(4) Lecturers create subject performance and fieldwork experience subject reports following TQF 5 and TQF 6 within 30 days after the end of each semester.

x x x x x

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2nd year

3rd year

4th year

5th year

(5) Lecturers create curriculum performance outcome report following TQF 7 within 60 days after the end of each academic year.

x x x x x

(6) There are standard student achievement revisions following the domains of learning specified in TQF3 and TQF 4 (if any) at 25 percent of available subjects in each academic year.

x x x x x

(7) There are development and improvement in learning and teaching management, teaching strategies or learning outcome evaluation from performance evaluation results in TQF 7 reported in the previous academic year.

x x x x x

(8) Every new lecturer (if any) has to attend orientation and trainings on teaching and learning management science.

x x x x x

( 9 ) Full-time lecturers have to attend trainings to develop their academic and professional skills annually.

x x x x x

(10) Officers who work as academic staff (if any) have to attend trainings to develop their academic and professional skills at 50 percent annually.

x x x x x

(11) The average score levels of students’/5th year students’/new graduates’ satisfactory towards curriculum quality are at least 3.5 from 5 point sytem.

x x x x x

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2nd year

3rd year

4th year

5th year

12. The average score level of graduate users’ satisfaction towards new graduates is at least 3.5 from 5 point system.

x x x x x

13. Students have to completely and regularly attend specified activities that support teacher being in every academic year.

x x x x x

14. There are provisions of learning experiences to integrate students’ learning with teacher professional practices in school every academic year.

x x x x x

Total key performance Indicators (number) in each academic year

11 12 12 13 1

Control key performance Indicators (item number)

1-5 1-5 1-5 1-5 -

Total approval key performance Indicators (number)

7 8 8 9 1

Section 8 Curriculum Performance Evaluation and Revision

1. Teaching Achievement Evaluation 1.1 Teaching Strategy Evaluation Processes of evaluation and revision planned for teaching and learning development are considered by concerning the learners as the main factor. The lecturers have to evaluate every aspect of learners to examine their understandings by tests, learner behavior observations, learner discussions, and learner responses to classroom questions. After the lecturers gather the information from all evaluation methods, the lecturers can preliminarily evaluate whether students understand the lessons or not. Unless the students are able to understand the lessons, the lecturers need to adjust their teaching methods, and midterm and final examination processes. By doing this, the lecturers can check whether the students understand the lessons or

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not. If the lecturers encounter any problems while teaching, they need to conduct research to find out ways to improve their future teaching and learning techniques. 1.2 Evaluation of Lectures Skills in Using Teaching Strategies Allow students to evaluate lecturers’ teaching outcome in all aspects including teaching strategies, being punctual, and course goals, course objective and course evaluation criterion explanations, and teaching materials and instruction media used the subject. 2. Overview Curriculum Evaluation

The overview of curriculum evaluation is operated when students graduate and attend teaching internship in schools for 1 academic year. The students perform every task as one of the in-service teachers for at least 15 weeks or 540 hours continuously. During this time, supervisors visit and supervise students in schools to evaluate their skills and check whether they can do their duties in the schools effectively, or they still lack of some skills or not. All the gathered information is provided for curriculum revision and teaching and learning management in all levels. 3. Performance Evaluation following Curriculum Description The evaluation of annual educational quality following the key performance indicators mentioned in item no. 7 of section 7 is operated by at least 3 evaluation board members such as one full-time lecturers who are appointed from the university. According to the university, all the curriculum must be updated and exhibit the standard indicator improvement and educational quality , and all the curriculum must be revised in every 4 years. 4. Revision of Evaluation Results and Development Plans From gathering information obtained from seminars, and meetings of administrators, lecturers, students and graduate users, the information allows the curriculum members to understand the overall problems of the curriculum administration and problems in the subject levels. If there are problems in subject level, the curriculum members can immediately solve the problem to improve quality of the subjects. It is called ‘sub-development’. The sub- development of the subjects needs to be carried out as soon as the problems have been found. The revision of the whole curriculum description is operated in every 4 years in order to make the curriculum up-to-date and accordant with the needs of graduate users.

Curriculum of Bachelor of Education Updated curriculcum 2019

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