GUIDELINES FOR CHINESE LANGUAGE TEACHER COMPETENCIES IN EASTERN ECONOMICS CORRIDOR (EEC) OF SECONDARY SECTION

Abstract

This research was aimed to 1) determine the problematic issues regarding competencies development of Chinese language teachers, 2) determine the competencies of Chinese language teachers, and 3) proposes guidelines for competencies development for Chinese language teachers in secondary schools in the Eastern Economics Corridor (EEC) Area. The study involved 102 Chinese language teachers under the Secondary Educational Service Area Office in Chonburi-Rayong, and Chachoengsao province. The methodologies was divided into 2 parts (1) surveying with questionnaires and (2) interviewing in a focus group discussion with the professional experts. The Statistic data used in analyses included percentage, mean, standard deviation, and overall content analysis. The findings of the study were the following. Firstly, the problematic issues in competencies development for Chinese language teachers is considered moderately challenging. The challenges include their English language skills, skills needed in the 21^st Century such as applying technologies in their classes, building a learning community, taking their students to real workplaces, lack of innovations in solving problems regarding their students, and having to work too many irrelevant tasks in addition to teaching.   In addition, Competencies of Chinese language teachers regarding the codes of ethics of teachers, student development, psychology, arts of teaching, linguistics, and research methodologies for student development are at a high level. Competencies regarding community relations to conduct a learning environment and their general competencies are in the middle level. Finally, Guidelines to improve the competencies of Chinese language teachers were suggested as follows. 1)Enhance the awareness and comprehension of industrial businesses in the EEC area in teachers 2) Encourage students to conduct a case study projects regarding trading business to improve their Chinese language skills 3) Encourage teachers to be precedent, moral, and ethical role model for students 4) Develop courses for local entrepreneurs 5) Improve performances in innovations and changes in ways of teaching 6) Adapt knowledges in psychology and give moral support to students 7) Encourage students to communicate by applying their lessons  8) Allow teachers to conduct researches in classes in order to improve the performance of their students.