Development of Executive Functions and Support Systems for Student Teachers in Thailand

Manowaluilou, Nongluck

doi:10.5539/hes.v11n4p116

Cited by 2 publications

(3 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, the EF guideline provides an option to develop early childhood schoolteachers in the processes of executive function-related issues. Apart from using Teacher-Child Interactions (Choi et al, 2016), including EFs in the teacher training (Corcoran & O'Flaherty, 2017;Manowaluilou, 2021), and teaching early mathematics (Mulcahy et al, 2021), the EF guideline can also be used in EF education for teachers.…”

Section: Discussionmentioning

confidence: 99%

“…It can be claimed that EF education plays a crucial role in early childhood education and the development of the skills rather starts with developing teachers' learning management abilities than applying instructional methods to early childhood classes. Consequently, studies have been conducted to develop early childhood teachers' abilities in managing EF education (e.g., Choi et al, 2016;Corcoran & O'Flaherty, 2017;Gilmore & Cragg, 2014;Manowaluilou, 2021;Mulcahy et al, 2021). What could be summarized from the result of the related studies is that the knowledge of executive function education is expected to be acquired by early childhood teachers.…”

Section: Related Studiesmentioning

confidence: 99%

See 1 more Smart Citation

The Development Executive Functions for Early Childhood in 21st Century

Poowanna¹,

Sarnkong²,

Wangsitthidet³

et al. 2022

JEL

View full text Add to dashboard Cite

Developing executive functions (EF) is a crucial issue in early childhood development which is also important in 21st-century learning. EF guideline was developed by Permsubhirunya and co to provide a guide for teachers who seeks to develop learning activities that could improve executive functions in children under the age of 6. The purpose of the study was to investigate the effect of the utilization of the EF guideline on the development of early childhood teachers’ abilities in designing learning experiences for EF development. The study was conducted with a qualitative approach. The participants were 65 teachers in public early childhood centers in Thailand. The participants were purposively selected using the criteria of their work status and experience. The instruments were the EF guideline, an evaluation form for learning management design ability and learning material selection, and an interview form. The data were analyzed using content analysis and thematic analysis. The results of the study were in the descriptive presentation. The findings could be summarized that the use of the EF guideline was beneficial in developing teachers’ knowledge of the early childhood executive functions, abilities to design learning management, and ability in selecting or creating learning material. The findings also suggested that teachers perceived the EF guideline as potential learning material that help them make a connection between the plan, activities, and evaluation. Therefore, it also helped them control the process of learning management and contribute to a meaningful learning environment.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Related Studiesmentioning

confidence: 99%

The Development Executive Functions for Early Childhood in 21st Century

Poowanna¹,

Sarnkong²,

Wangsitthidet³

et al. 2022

JEL

View full text Add to dashboard Cite

show abstract

“…These supports can be in the form of increasing welfare (Fajar, 2022), increasing self-capacity, and optimizing the function of empowering students rather than procedural or administrative activities. In other words, teachers must be able to become a support system for students in learning (Manowaluilou, 2021). Thus, administrative obligations must be simplified.…”

Section: Introductionmentioning

confidence: 99%

Global Teacher Forum: Role and Impact for English Teacher

Harmoko¹,

Mulyadi

Bakhtiar

2023

RDJE

View full text Add to dashboard Cite

<p>The openness of access to information supported by an adequate infrastructure of technology systems makes barriers between countries disappear. The internet has indirectly united the world's citizens in one network. The internet provides unlimited information that can be utilized by every user, including teachers as educators. In its development, a global teacher forum emerged which was designed as a medium of communication, collaboration, and various other purposes. This study aims to look at the role and impact of global teacher forums on English teachers using a qualitative descriptive method. Data was collected using the SLR (Systematic Literature Review) technique from various sources. To sharpen the findings, researchers also collect data through interviews with English teachers. The results of the study reveal that global teacher forums have an educational role, a teaching resource role, and a collaborative role among various stakeholders. Meanwhile, at the impact level, research reveals that the global teacher forum has an impact on increasing collaboration, teaching quality, strengthening communities, encouraging innovation, and representing the interests of teachers globally</p>

show abstract

Development of Executive Functions and Support Systems for Student Teachers in Thailand

Cited by 2 publications

References 19 publications

The Development Executive Functions for Early Childhood in 21st Century

The Development Executive Functions for Early Childhood in 21st Century

Global Teacher Forum: Role and Impact for English Teacher

Contact Info

Product

Resources

About