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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Kuroda, Ariyabhorn
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Humanities Education Library & Information Science Social Sciences Other

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Training early childhood teachers integrating project approach with multicultural education in the classroom Hakoon, Vannisa; Tanunchaibutra, Prin; Kuroda, Ariyabhorn
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.23032

Abstract

This research aimed to examine the improvement of teachers’ abilities to integrate the project approach with multicultural education. A total of three female teachers from a kindergarten in the northeastern region of Thailand participated in this research. The research procedure began with the three teachers developing lesson plans. This was followed by each teacher teaching the lesson to their peers who played the role of learners in an early childhood classroom. The researchers utilized field notes as an instrument to collect data during the lesson plan workshop and peer teaching. Finally, the researchers used a conservation guide as another instrument to collect verbal data through reflections upon the workshop and peer teaching. The results revealed that teachers faced challenges in developing lesson plans including defining objectives, creating content maps, designing learning activities, and finding materials and resources. On top of that, the results regarding peer teaching indicated that teachers are not familiar with project approach thus they are facing difficulties in facilitating learning activities and classroom management. The overall results have contributed to the field of early childhood teacher professional development.
The fundamental context of SEL for early childhood student teachers in private higher education institutions Promsatien, Yupawadee; Kuroda, Ariyabhorn; Aerarunchot, Suwadee; Pinagalang, Sungwean
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34818

Abstract

This research examined the learning needs and the current social and emotional conditions of early childhood student teachers in private higher education institutions. The sample group responding to the questionnaire comprised 343 undergraduate students majoring in early childhood education. The target group for interviews included nine participants, which consisted of 3 deans, 3 department heads, and 3 lecturers. The research instruments consisted of a questionnaire on the state and needs of social and emotional learning (SEL) and an interview guide on the current social and emotional conditions of early childhood student teachers. The data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that the state of learning among pre-service teachers was at a low level, while their learning needs were high. Furthermore, the current conditions indicated that pre-service teachers require enhanced SEL opportunities. Activities fostering such learning should be designed, including group work, experiential learning, listening to others, and engaging in discussions.
Co-Authors Aerarunchot, Suwadee Hakoon, Vannisa Pinagalang, Sungwean Promsatien, Yupawadee Tanunchaibutra, Prin