GUIDELINES FOR THE DEVELOPMENT OF COMPETENCY OF CHINESE LANGUAGE TEACHERS ACCORDING TO THE PROFESSIONAL COMPETENCY STANDARDS AND PROFESSIONAL QUALIFICATIONS FOR FOREIGN LANGUAGE TEACHERS (CHINESE LANGUAGE), THAILAND

Abstract

The propose of this research was to study the current competence of Chinese language instructors with the level framework of occupational and qualification standard, to study the assessment problem following the level framework of occupational and qualification standard, and to study the competence development guideline of Chinese language instructor in accordance with the level framework of occupational and qualification standard. This study was operated by using mixed method, and apparent that; 1) Chinese language instructor level 3 had the overall assessment result at fair level with the average 3.34. Chinese language instructor level 4 had the overall assessment result at high level with the average 3.52. Chinese language instructor level 5 had the overall assessment result at high level with the average 3.69. 2) The assessment problem following the level framework of occupational and qualification standard found that 1) Chinese language competence, the instructors lacked reading, writing, and communication skills. They could not use Chinese language to communicate and respond according to the standard level framework. 2) Learning management plan competence, most of instructors lacked learning management plan skill and learning management design skill including quality of learning management preparation following the objectives. 3) Learning management practice competence, the instructors quite focused on traditional teaching by remembering the vocabularies and translation techniques without creating the active learning motivation in classroom. They also chose a separate skill-based learning assessment instead of integrating knowledge and skill together. And 4) Professional self-development competence, the instructors with little teaching experience knew a few professional training centers and resources for self-development. They also lacked exchanging learning experience with the seniors or the experts.