Developing Guidelines for the Production and Professional Development System of Early Childhood Teachers in Thailand: A Research Synthesis Study

A Research Synthesis Study

Abstract

Early childhood teachers, child caregivers, and assistant teachers play a crucial role in promoting the holistic development of young children. However, the system for producing and professionally developing these personnel in Thailand remains fragmented and requires systematic improvement. This study aimed to (1) synthesize research findings from three institutions producing early childhood teachers in Thailand and (2) develop guidelines for improving the production and professional development systems. A qualitative research design was employed. Data was collected through documentary analysis of research reports, in-depth interviews with six key informants, and a focus-group discussion with eleven experts. The data were analyzed using content analysis. The findings identified three key factors and thirty-two guidelines for the teacher production system, including production goals, production patterns, and system management. For the teacher development system, four factors and forty-one guidelines were identified, including development goals, responsible agencies, development approaches, and system administration. The results highlight the need for coordinated implementation across national, regional, and institutional levels. The study provides policy-relevant guidelines for strengthening the system of producing and developing early childhood teachers in Thailand.