Epistemic and Pedagogical Beliefs towards ICT in Classroom Integration of Chiang Rai CFL Teachers

Fang Yuan, Nikorn Rongbutsri, Panthip Aasavatheputhai


Teaching practice gets influenced from teacher’s beliefs. Teachers’ epistemic and pedagogical beliefs affect to their ways of using tool in classroom. This has been tested in China, Singapore, Taiwan and Turkey. This paper is a study that was conducted a qualitative research by interviewing teachers from 5 schools to find more details on the three beliefs of Thai teachers who teach Chinese as a foreign language (CFL). The findings indicates that the CFL teachers have positive thinking about using technology; they aware of a constructivism but because of the culture barriers they still remain in their traditional teaching approach.

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