Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition

Authors

  • Denchai Prabjandee Faculty of Education Burapha University Chonburi, Thailand

DOI:

https://doi.org/10.11575/ajer.v60i3.55947

Keywords:

journey to becoming a teacher, teacher shortage, teacher attrition, teacher retention, portraiture methodology, Mots clés, parcours pour devenir enseignant, pénurie des enseignants, départ des enseignants, maintien en place du personnel enseignant, méthod

Abstract

In this study, the author provides a unique perspective on teacher shortage by focusing on teacher retention, in terms of why teachers stay in the teaching profession, rather than focusing on teacher attrition, or why teachers leave the teaching profession. The change in perspective created an opportunity to study the journey of how teachers chose to become a teacher, which is a bridge between inspirations of becoming with inspirations of staying in the teaching profession. The findings revealed that teachers attributed their decisions to enter the teaching profession to destiny, pride, schooling, and motherly qualities. They also reported that they stayed in the teaching profession because of the students, a sense of belonging, a mission, and their hometown. This study contributes to teacher education programs because it raises awareness of how teacher educators could use these rich histories to educate student teachers who endeavor to enter the teaching profession.

Cet article présente une perspective originale sur la pénurie des enseignants qui est centrée sur le maintien en place du personnel enseignant (pourquoi les enseignants restent dans la profession), plutôt que sur le départ des enseignants (pourquoi les enseignants quittent la profession). Le changement d’optique a permis d’étudier le parcours qui a mené les enseignants à choisir leur profession, ce qui lie le désir de devenir et le désir de rester membre de la profession. Les résultats indiquent que les enseignants attribuent leur choix de profession au destin, à la fierté, à leur scolarité et à des qualités maternelles. Ils ont également indiqué que ce qui les motivait à rester enseignants c’était les élèves, le sens d’appartenance, leur mission et leur ville d’origine. Cette étude contribue aux programmes de formation des enseignants en montrant aux formateurs comment puiser dans la richesse de ces parcours pour appuyer les étudiants en pédagogie.

 

Author Biography

Denchai Prabjandee, Faculty of Education Burapha University Chonburi, Thailand

Dr. Denchai Prabjandee is a faculty member (Bilingual, Multicultural, and ESL Education) at Faculty of Education, Burapha University, Thailand. He is currently teaching graduate students in the field of Teaching English as a Global Language (TEGL). His research interests are teacher professional development, teacher identity, bilingual education, and ESL education.

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Published

2015-09-24

How to Cite

Prabjandee, D. (2015). Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition. Alberta Journal of Educational Research, 60(3), 522–537. https://doi.org/10.11575/ajer.v60i3.55947

Issue

Vol. 60 No. 3 (2014): Fall

Section

ARTICLES

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