2003; Sparks, 2004; Bonner, 2006).

2003; Sparks, 2004; Bonner, 2006).
Recently LITU was requested by a high school to run a training course for their teachers on Advanced
Reading-Writing and Essay Writing. The course was a kind of teacher-driven professional development activity.
The teachers analyzed their own needs and specified what type of training they wanted. They were interested in
gaining all sorts of skills required for teaching highly-motivated and above-average students: classroom
management, instructional skills, and in improving their own language proficiency. This school is not quite
typical in that it aims to become a world-class science school. In order to help with financial support and to
encourage cooperation among peers, the school collaborated with a few local high schools, encouraging
participants from them to join the training so that costs could be shared.
The outcome of this course was highly satisfactory. The average score from 31 participants representing the
course satisfaction, which included the course content, activities, and other relevant concerns, was 4.91 out of 5
of the ranking scale. Thus was the researcher inspired to speculate as to whether the aforementioned training
courses satisfactorily served the needs of the participants. Could the training activities be initiated and conducted
by the participating teachers themselves instead? Mightn’t it be more fruitful if they had opportunities to choose
their own areas of interest, establish networks and interact with peers who share common interests?
In addition, another issue came to mind. The interested participants, except for those from the initiating school,
paid their own fees or were partially supported by their schools, and they spent five weekend-days to participate
in the course. Such willingness supports the idea that school teachers inadequately get opportunities and support
for professional development despite their interest in self-improvement in their chosen careers. Opportunities for
them to attend seminars such as the annual Thailand TESOL conferences are rare. Each year, LITU finances
more than fifteen teachers to participate in said conferences, both as presenters and attendees, while teachers in
some schools sign up to show their desire to attend the conferences, but only a few from each school get both
permission and financial assistance to do so (personal communication with three teachers from three secondary
schools at a conference, January 2012).
In fact, the Ministry of Education has been giving assistance to teachers by already setting up 88 English
Resource and Instruction Centres (ERIC) in many educational regional areas. One of the activities organized by
an ERIC is to run professional development sessions for English teachers. Some interesting questions are raised:
Have those sessions adequately and directly served the teachers’ needs? Have the teachers had opportunities to
say what their problems are and what kind of professional development they need? What level of difficulties
teachers are having in their teaching context?
Apart from the teacher quality, the student motivation, the curricula and textbooks, the assessment methods, and
other supporting factors such as teaching aids, class sizes, and time allocation are often said to exacerbate the
English language teaching problems in Thailand. Thus, with the present unsatisfactory results of English
language teaching and learning and obvious desires for professional development of English teachers, the
researcher aimed to get a clearer picture of the problems secondary school teachers are facing and to find out if
those teachers need any kind of professional development

ผลลัพธ์ (ไทย) 1:

2003; Sparks, 2004; Bonner, 2006). Recently LITU was requested by a high school to run a training course for their teachers on Advanced Reading-Writing and Essay Writing. The course was a kind of teacher-driven professional development activity. The teachers analyzed their own needs and specified what type of training they wanted. They were interested in gaining all sorts of skills required for teaching highly-motivated and above-average students: classroom management, instructional skills, and in improving their own language proficiency. This school is not quite typical in that it aims to become a world-class science school. In order to help with financial support and to encourage cooperation among peers, the school collaborated with a few local high schools, encouraging participants from them to join the training so that costs could be shared. The outcome of this course was highly satisfactory. The average score from 31 participants representing the course satisfaction, which included the course content, activities, and other relevant concerns, was 4.91 out of 5 of the ranking scale. Thus was the researcher inspired to speculate as to whether the aforementioned training courses satisfactorily served the needs of the participants. Could the training activities be initiated and conducted by the participating teachers themselves instead? Mightn’t it be more fruitful if they had opportunities to choose พื้นที่ตนเองน่าสนใจ เครือข่าย และโต้ตอบกับเพื่อนที่มีผลประโยชน์ร่วมกันหรือไม่ นอกจากนี้ ปัญหาอื่นมาถึงใจ ผู้เข้าร่วมสนใจ ยกเว้นโรงเรียนเริ่มต้น ชำระค่าธรรมเนียมของตัวเอง หรือได้รับการสนับสนุนบางส่วน โดยโรงเรียน และพวกเขาใช้ห้าสัปดาห์วันเข้าร่วม ในหลักสูตร ความตั้งใจดังกล่าวสนับสนุนความคิดที่ว่า ครู inadequately ได้รับโอกาสและการสนับสนุน สำหรับพัฒนาอาชีพแม้มีความสนใจในการพัฒนาในอาชีพของตนใน โอกาสสำหรับ การสัมมนาเช่นการประชุมประจำปีของ TESOL ประเทศไทยจะหายาก แต่ละปี เงิน LITU สิบห้ามากกว่าครูเข้าร่วมประชุมดังกล่าว ทั้งผู้เสนอและผู้เข้าร่วมประชุม ในขณะที่ครูใน บางโรงเรียนลงทะเบียนเพื่อแสดงความปรารถนาที่จะเข้าร่วมการสัมมนาทางวิชาการ แต่เพียงไม่กี่จากแต่ละโรงเรียนที่ได้รับทั้ง สิทธิ์และช่วยเหลือได้ (การสื่อสารกับครูมัธยมสามสาม โรงเรียนที่ประชุม 2555 มกราคม) ในความเป็นจริง กระทรวงศึกษาธิการให้มาช่วยเหลือครู โดยการตั้งค่าภาษาไทย 88 แล้ว ทรัพยากรและคำสั่งศูนย์ (ERIC) ในการศึกษาในภูมิภาค หนึ่งในกิจกรรมที่จัดโดย เอริคจะเรียกใช้เซสชันการพัฒนาวิชาชีพสำหรับครูสอนภาษาอังกฤษ คำถามที่น่าสนใจจะยก: เซสชันเหล่านั้นอย่างเพียงพอ และโดยตรงรับใช้ความต้องการของคุณครู ครูมีโอกาสในการ say what their problems are and what kind of professional development they need? What level of difficulties teachers are having in their teaching context? Apart from the teacher quality, the student motivation, the curricula and textbooks, the assessment methods, and other supporting factors such as teaching aids, class sizes, and time allocation are often said to exacerbate the English language teaching problems in Thailand. Thus, with the present unsatisfactory results of English language teaching and learning and obvious desires for professional development of English teachers, the researcher aimed to get a clearer picture of the problems secondary school teachers are facing and to find out if those teachers need any kind of professional development