Abstract: The objectives of the study were to analyze the context of physical education teacher production by teacher institutions starting from the period of the third National Education Development Plan (1972-1976) till that of the ninth Plan (2002-2006) and to synthesize the trend of pre-service physical education teacher in the period of 15 years. Descriptive research was used in this study. The population under study were 194 pieces of related documents on the production of the physical education teachers from the period of the third National Educational Development Plan (1972-1976) till that of the ninth plan (2002-2006) and 4 groups of experts related to the production and development of the physical education teachers, altogether 65 persons. The research instruments were open-end questionnaires inquiring opinions of experts in teacher production about the draft trend of pre-service physical education teacher production in the next 15 years and data recording sheets. Tools for analyzing the collected information included a content analysis technique and percentage. Results of the study revealed that physical education teacher production condition during the periods of the third to the ninth Plan was based on the philosophy orientating towards output and process in teacher production more than selecting due the able and moral students into teacher production system. There were a lot of PE teacher production institutions in both Ministry of Education and Ministry of Tourism and Sports, but it was no unity for the PE teacher production policy. Four years ago, there were PE teacher graduates than working as teachers in public schools at a high rate. Moreover, the quality knowledge and teaching techniques of PE teacher were at low level also. Furthermore, it was found that the trend of physical education production in 15 years should be as follows: factors of physical education teacher production were based on philosophy, which focus on input, process and quality of graduates. With regard to the policy should reform physical education curriculum, improve the quality of the faculty members and recruit the able students in sports to study. Process of physical education teacher production was suggested that determining of curriculum should be geared toward the 5 years study, in which students took major-minor, provide more 3 courses such as Thai language for teacher, English for communication for teacher and leadership, emphasize the students be knowledgeable on academic both health and physical education courses, have the tendency to produce fewer teachers in physical education and set up the committees at the national levels to ensure the plans and action taken not only demonstrate national needs, but respond to regional and international calls for quality. Quality of graduates should have good understanding of the physical education content have variety techniques in teaching, be skillful in Thai and international sports have good attitude toward their research, be able to manage physical education activities for the disable, communicate at least 2 languages effectively, apply educational technology in physical education activities and be able to construct school-based curriculum according to educational reform.

INTRODUCTION

The rules of pre-service teacher in the period of 15 years (2008-2022) should concern to the social change by directing the learners to have their abilities of teaching, which respond to the social needs in the future. The teachers should have variety knowledge and abilities to fit on new duties. Thus, office of special project for teacher training reform, teacher development and education personnel (ORT) has reformed variety teacher training systems for improvement such as teacher training management of private higher education institution and teacher production and education personnel for poor children by private and non-profit organizations.

Fig. 1:	Physical education teacher qualifications in 15 years (2008-2022)

The eight qualifications for new generational teachers in the future should be as follows: to have high innovations relate to think and develop new teaching-learning method to fit for learners and various conditions. At the same time, they should be education administrators to manage educational system for effectiveness. To support learners to have full potential, stimulate and challenge learners to continuous quality improvement by emphasis on variety teaching methods to demonstrate the learners. To be multi-disciplines educators who are obliged to make learners clearly understand knowledge, which can be linked and contributed one to another, through having abilities to research in team and coordinate to the community and social well. To understand the social, economics, politics and culture through the link of system structure and international standard. To have utilized information technology and computer for more effective database systems. To communicate at least 2 languages, especially, English and Thai language. To be a good and moral teacher model for the new generations. To acknowledge and understand to the social, culture and adjust themselves to the social well. It is good for the new generational teachers’ attributes, which respond to the National Education Act 1999 (Jack and Wallen, 2003; Frances, 1969; McGee and Fraser, 2001; Jiraporn et al., 2009; Wantana and Kowat, 2009).

At the present, both Ministry of Education and Ministry of Tourism and Sports have been tasked to manage higher education on physical education teacher generation but there is no unity of production at all. Therefore, researcher would like to study how to fit the strategy for the trend of pre-service physical education teacher in the period of 15 years (2008-2022).

Theoretical conceptual framework: Three qualifications of physical education graduates in 15 years (2008-2022) shown in Fig. 1:

Purpose:

MATERIALS AND METHODS

There were 4 periods as shown in Fig. 2.

Period 1: To study and analyze the context of the first degree level of physical education teacher production by

teacher institutions starting from the period of the third National Education Development Plan (1972-1976) till that of the ninth plan (2002-2006).

Period 2: To synthesize the trend of pre-service physical education teacher in the period of 15 years.

Period 3: Checking the suitable and possible of the (draft) trend of pre-service physical education teacher in the next 15 years (2008-2022).

Period 4: Improvement for the trend of pre-service physical education teacher in the next 15 years (2008-2022).

Fig. 2:	Research procedure

RESULTS AND DISCUSSION

New generational teachers’ attributes: There are 4 teachers’ attributes as follows:

Factors of the trend of pre-service physical education teacher in 15 years (2008-2022) are as follows:

CONCLUSION

Policy of physical education teacher production are as follows:

Adoption of trend of physical education teacher production: