EDUCATIONAL SUPERVISION MODEL FOR ESTABLISHING MULTICULTURAL TEACHING
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Abstract
In recent years, multicultural education (ME) has drawn attention from teacher, teacher educators, and researchers in the field of education in Thailand. ME is introduced and explored to challenge the concept of monocultural education that historically and highly dominate the landscape of Thai education system. This study is on the development of multicultural learning and teaching in Thailand. The study aimed to create the educational supervision model for establishing multicultural teaching. This study took place in an ethnically and linguistically diverse school located in the area between Thai-Lao Border. With participatory action research approach, the study invited various stakeholders to participate in the study: a school principle, teachers, parents, students, local cultural experts, and community leaders. The data was collected by a semi-structure interview, an observation, and a group discussion. The study found that the educational supervision model for creating multicultural teaching in the culturally diverse school is consisted of three main components: supervisors, participants, and a supervision process. This study argued that the educational supervision is one of the effective means to advocate multicultural teaching and curriculum. Yet, empowerment, participation, and collaboration were required throughout the supervision process.
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