Synthesis of Components of Chinese Language Teacher’s Functional Competencies


  • Yaowatida Siewseng King Mongkut’s Institute of Technology Ladkrabang
  • Ampapan antinakorngul
  • Pariyaporn Tungkunanan


functional competencies, Chinese language teacher


The research aims to synthesize components of Chinese language teacher’s functional competencies. Content analysis technique is used for analyzing the data. This form consisted of 3 steps flows of activities: data reduction, data display, and conclusion drawing / verification. The findings were as follows. The 7 components consist of 1) Chinese curriculum and curriculum development; 2) creation of conducive classroom environment; 3) psychology of learning; 4) development of teacher professionalism; 5) communication skills and knowledge; 6) understanding of multiculturalism; and 7) instructional media innovation and technology. It was also found that the development of Chinese language teachers requires the clear identification       of capabilities in order to create tools, guidelines or patterns that enable teacher the activities to improve professional capacities of Chinese language teachers to cover all dimensions, starting from recruitment to development and retention.

Author Biographies

Ampapan antinakorngul

Ph.D., Lecturer, Faculty of Industrial Education and Technology, King Mongkut’s Institute of Technology Ladkrabang, Thailand. 

Pariyaporn Tungkunanan

Ph.D., Associate Professor, Department of Industrial Education, Faculty of Industrial Education and Technology, King Mongkut's Institute of Technology Ladkrabang, Thailand. 


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How to Cite

Siewseng, Y., antinakorngul, A., & Tungkunanan, P. (2021). Synthesis of Components of Chinese Language Teacher’s Functional Competencies. Scholar: Human Sciences, 12(2), 181-194. Retrieved from