Self-directed professional development of Thai pre-service English teachers in rural Thailand: Adapting to limited resources and technology integration

This study explores how Thai pre-service English teachers (PSTs) engage in self-directed professional development (SDPD) during their rural teaching practicum, where resource constraints and technological limitations challenge traditional teacher preparation. Drawing on Garrison’s Self-Directed Learning model (1997), the Theory of Planned Behavior, Morris and Rohs’s Digital SDL Framework (2021), and a culturally sensitive reinterpretation of SDPD, the study employed a mixed-methods design. Data were collected from 49 Thai pre-service English teachers through a structured questionnaire and from four purposively selected participants through semi-structured interviews. Quantitative results indicated high SDPD engagement, with Thai pre-service English teachers actively searching for teaching ideas, experimenting with techniques, and reflecting on their practice. However, much of this self-direction was relational, being supported by peer discussions, mentor guidance, and LINE-based collaboration networks. Qualitative findings further revealed challenges in adapting university-based lesson plans to rural, under-resourced classrooms, alongside struggles with classroom management and limited digital infrastructure. Digital tools and AI applications, such as ChatGPT and online resources, supported SDPD by enhancing lesson planning and creative approaches, though teachers noted concerns about information overload and an overreliance on algorithmic content. The study contributes a culturally contextualized understanding of SDPD as relational and socially mediated rather than purely individualistic, highlighting how Thai pre-service English teachers blend personal initiative with collective support. These insights have implications for teacher education policy and practice, emphasizing the need to prepare Thai pre-service English teachers for rural realities through critical digital literacy training, authentic scenario-based methods, and a recognition of culturally relevant peer networks.