The purpose of this qualitative-oriented research is to uncover Thai EFL student teachers' perceptions toward language syllabus design process. The method used in this research was a focus group discussion. Groups of senior student teachers from three different universities in urban and local areas of Thailand were purposively selected to compare their perceptions. The findings reveal that the perceptions of student teachers from the two urban and well-resourced universities were generally similar, though they are not well-matched to ideas of school-based curriculum and syllabus design. On the other hand, the perceptions of student teachers from the rural university were different−they struggled to describe the steps and people involved in the design process. This research suggests that, for student teachers to develop critical perspectives on syllabus design process, teacher preparation courses at college or university should provide sufficient hands-on opportunities to practice planning, implementing and evaluating language syllabuses for different classroom contexts. Student teachers should be equipped with a clear understanding of the syllabus design process, which helps them become autonomous implementers of school-based curricula.
Keywords: Syllabus Design, Student Teachers, Teachers' Perceptions, School-Based Curriculum
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