Conceptualizing the Praxis of Critical Education Theory among Teacher Educators

Abstract

This article explores the praxis of critical education theory among teacher educators in Thailand’s contemporary education reform movement. Using qualitative methods, including semi-structured interviews and classroom observations with fifteen teacher educators from ten institutions, the research examines how critical pedagogy is implemented in teacher preparation programs. Four key themes emerged from the data analysis: 1) reconceptualizing “teacher” and “teacherness,” 2) knowledge production and discourse formation, 3) professional development and critical reflection, and 4) contestation, negotiation, and cooperation in implementing critical approaches. Findings reveal that teacher educators are actively challenging traditional pedagogical paradigms, fostering critical consciousness among pre-service teachers, and navigating institutional constraints to promote more inclusive and socially relevant curricula. The study highlights the complex dynamics of implementing critical education theory within a system that often resists change. This research contributes to the understanding of how critical pedagogy can be operationalized in teacher education, offering insights into the challenges and opportunities of fostering a more equitable and transformative education system in Thailand. The findings have implications for teacher education policy and practice, suggesting the need for a more flexible and critically oriented approach to teacher preparation.