Navigating the Essence of Effective Professional Development for Thai University Teachers

This study explores university teachers’ preferences for professional development (PD) types, perceptions of PD, and the characteristics of effective PD within the Thai higher education context. Conducted at a science and technology research university, the study involved teachers who had completed the mandatory PD program for faculty members. The research participants included 32 faculty members (33%) who completed an online survey and 28 (29%) who participated in both the survey and in-depth interviews. In the survey, teachers rated their preferences for diverse types of PD, which reflected characteristics that support professional learning according to prior literature. Findings revealed a strong preference for workshops, teaching and learning scholarships, and educational conferences. However, the single-item questions assessing teachers’ perceptions of PD indicated a disconnect: while many faculty members expressed high interest in PD and acknowledged its role in improving teaching skills, they perceived it as less critical to their teaching careers. This discrepancy may be influenced by institutional policies regarding pedagogical qualifications and their perceived relevance for academics in research-focused universities. Thematic analysis of semi-structured interviews identified four key characteristics of effective PD: a focus on pedagogical and technological knowledge, reflective observation of exemplary practices, job embedded activities, and relevance. The study recommends addressing cultural challenges associated with the hierarchical structure of Thai academia while recognizing teacher professional learning in various formats and platforms.