A Comparative Study of International and Thai Standards for Defining the Competency Framework of Secondary School Chinese Language Teachers in Thailand
Keywords:
Chinese Language Teacher Competency, Teacher Competency Assessment Manual, Professional Standards for Teachers of Chinese as a Foreign LanguageAbstract
In the context of the growing global popularity of the Chinese language, Thailand—particularly at the secondary education level—has witnessed a continuous expansion in Chinese language teaching and learning. This development has heightened the importance of Chinese language teachers, especially in terms of teaching competencies that genuinely prepare them to become Chinese language specialists. This study aims to: (1) compare the teacher competency assessment manual of the Office of the Basic Education Commission (OBEC) with the international professional standards for teachers of Chinese as a foreign language; (2) synthesize a competency framework for Chinese language teachers that aligns with the Thai educational context; and (3) develop an assessment tool that can be practically applied in schools. A qualitative research methodology was employed, involving document analysis and the design of a competency assessment tool based on the Competency Model. The framework integrates the strengths of both the OBEC manual and the international standards to formulate a behavior-based competency framework. The study presents five key domains of teacher-specific competencies: language proficiency, professional knowledge, communication and instructional management skills, intercultural competence, and self-development and professional ethics. These domains provide a comprehensive and contextually relevant framework for evaluating Chinese language teachers in Thailand, serving as a foundational reference for teacher development, training programs, and future policy formulation.
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