YOGYAKARTA — A group of seven teachers from St. Joseph Upatham School, Thailand, are currently attending an intensive in-service training program at Sanata Dharma University, in collaboration with Stella Duce I, SMP Don Bosco, and Kinderstation. The program, which runs from April 17 to May 1, 2026, brings together four English teachers, two Mathematics teachers, and one Science teacher to engage with teaching and learning practices in a different socio-cultural context.

Among them is Teacher Puy, a veteran English teacher with over 20 years of teaching experience at the all-girls St. Joseph Upatham School. Her professional journey is particularly notable: originally trained in Tourism, she entered the teaching profession through hands-on classroom experience rather than formal teacher education.

Reflecting on her experience in Yogyakarta, Teacher Puy described the program as a meaningful turning point in her teaching career. For the first time, she found herself deeply immersed not only in a new educational environment but also in Indonesian classroom culture, which emphasizes student participation and expression.

This exposure has led her to critically reassess her own teaching practices. She acknowledged that her previous approach had been largely teacher-centered, shaped by the broader educational context in Thailand, which heavily emphasizes standardized testing and grammar-based instruction.

“Thailand is very testing driven. Students are required to take regular tests. In one semester, there are about four major standardized tests. On average, there is one test every month,” she explained.

Such conditions, she noted, often limit opportunities for students to develop higher-order thinking skills in English. Instead, classroom activities tend to focus on grammar exercises, with little emphasis on using the language as a medium for thinking and communication.

Her participation in the program at Sanata Dharma University has sparked a significant shift in perspective.

This realization has led to concrete plans for pedagogical change. Teacher Puy intends to gradually increase the use of English as the medium of instruction in her classroom, starting with a balanced approach.

“I will slowly use more English in my class. Maybe I will start with 50:50—50% English and 50% Thai. Then I will increase it to 80:20, or even 90:10,” she said with optimism.

Beyond language use, she is also committed to fostering a more reflective and student-centered learning environment. She plans to involve students more actively in understanding learning objectives, engaging in meaningful classroom interactions, and reflecting on their learning experiences.

The in-service training program has thus become more than a professional development opportunity; it is a space for deep reflection and transformation. For Teacher Puy, her time in Yogyakarta marks a pivotal moment in redefining her identity as an educator—from a transmitter of knowledge to a facilitator of learning.

As the program continues, the participating teachers are expected to return to Thailand not only with new teaching strategies but also with renewed perspectives on how education can empower students to think, communicate, and engage more meaningfully in the classroom.