How Chinese Teachers in Thai Public Vocational Colleges Perceive Cultural Teaching and Navigate Practical Dilemmas : A Qualitative Study
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Abstract
Cultural teaching is widely recognised as central to communicative development in international Chinese language education, yet it remains difficult to sustain in Thailand’s vocational colleges, where time, assessment visibility, and employability relevance shape what teachers can realistically do. This study interviewed 24 Chinese language teachers in Thai public vocational colleges using semi-structured in-depth interviews and a constructivist grounded theory approach. The findings show that cultural teaching functions as a vocationally situated and institutionally embedded practice, while teachers’ dilemmas converge into three structural gaps: legitimacy, resource, and governance. In response, the study proposes an Integrated Support Framework and a staged pathway of legitimation, consolidation, and deepening to support more sustainable cultural teaching in vocational education.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ลิขสิทธิ์ของบทความ
ผลงานที่ได้รับการตีพิมพ์ถือเป็นลิขสิทธิ์ของมหาวิทยาลัยหอการค้าไทย ห้ามมิให้นำเนื้อหา ทัศนะ หรือข้อคิดเห็นใด ๆ ของผลงานไปทำซ้ำ ดัดแปลง หรือเผยแพร่ ไม่ว่าทั้งหมดหรือบางส่วนโดยไม่ได้รับอนุญาตเป็นลายลักษณ์อักษรจากมหาวิทยาลัยหอการค้าไทยก่อน
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