The need for professional development
The quality of teachers and that of the teaching are key determinant for student learning. Teaching of science (this term includes mathematics here and henceforth) is a complex process requiring well-trained and skilled teachers. This is well recognized. A research study (TMSS -1999) showed that the quality of student learning of science (& mathematics) in Thailand (and Indonesia, Chile, Philippines) is not at the level of satisfactory. TIMSS results also revealed that, in the case of Thailand, only 49 % of the teachers, who teach science at lower secondary schools, hold degree in science education or science. Among this, 23% are biology major, 5 % of physics, and 12 % of chemistry. The rest are non-major, science education program, and even other education programmes.
At work, a science teacher at primary & lower secondary school levels in Thailand is required to teach every science content. Besides there are many teachers who teach science are not trained as science teachers. Therefore, they are not confident to teach science. This is also documented in TIMSS study, not only in Thailand but the other countries of this region. These create the demands for training.
Moreover, the reform of education as prescribe in the new Education Act require that teacher change the role to play. They are supposed to develop school-based curriculum, to choose the content and methods to teach their own class, to develop their own instructional materials, etc. This has put pressure on teachers. The in-country research reveals that teachers are not confident in this new task. Therefor, relevant training is called for.