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Abstract

This study aimed to 1) evaluate the early childhood teacher education curriculum, Bachelor’s Degree programme in Dongkhamxang teacher training college in Lao PDR, and 2) identify areas for improvement of the early childhood teacher education curriculum, Bachelor’s Degree programme in Dongkhamxang teacher training college in Lao PDR. The evaluation methodology was a CIPP model consisting of 5 components: content, input, process, product and impact by Stufflebeam. The total number of population and samples from purposive sampling was 333. The population consisted of college administrators, lecturers, graduates, and 2nd year to 4th year current students. Samples from purposive sampling consisted of school supervisors, employers and early childhood experts. The instruments were a curriculum evaluation questionnaire, curriculum evaluation interview, curriculum evaluation form and a questioning approach for a focus group technique which were verified and revised by experts’ recommendations. Data analysis used percentages, arithmetic mean, standard deviation and content analysis. The research results were (1) Context: Curriculum structures, courses and contents were appropriate to reach curriculum objectives and context. Strengths were lecturers and the awareness of the program. The weakness was the physical environment; (2) Input: The input covered qualifications of students and lecturers. Instructional media and learning/teaching materials needed improvement. Program budgeting was rated as fair; (3) Process: The process reached the requirements of curriculum management and student teaching practicum; (4) Product: Knowledge and teaching practicum were well designed and reached the requirement for professional practice and professional conduct; (5) Impact: It met the satisfaction of graduates and employers. The overall evaluation was highly appropriate. Curriculum improvements should include depleting duplicate content, adding courses for student teaching preparation, the student selection process, appropriate classroom settings, and adequate computer services.

Publisher

Faculty of Education, Chulalongkorn University

DOI

10.58837/CHULA.EDUCU.47.4.29

First Page

562

Last Page

586

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