DEVELOPING A MODEL OF TEACHER METHODOLOGICAL COMPETENCIES IN 21ST CENTURY FOR BASIC EDUCATION INSTITUTIONS IN NAKHON RATCHASIMA
DOI:
https://doi.org/10.14456/nrru-rdi.2021.66Keywords:
Teacher methodological competencies in 21st century, Development model, Basic educationAbstract
This article reports both research and development. The area defining the boundaries of the secondary educational service area office 31 (Nakhon Ratchasima) is divided into 3 sections. The first step of the research was to define the needs about teacher methodological competencies. The sample group of 396 teachers was selected by a simple random sampling technique. Two questionnaires were administered with a reliability coefficient of 0.93 and 0.90 in order to collect information online for a Modified Priority Needs Index values data analysis. The second step was to explore the developing model of teacher methodological competencies. The questionnaires consisted of three sets of training, clinical supervision, and professional learning community had validities 0.92, 0.91, and 0.90 respectively. They were administered by mail survey and online and the data were analyzed by structural equation modeling. The third and last step was to check the model of 12 experts by using an online assessment form to assess the suitability and feasibility of collecting data. Means, standard deviation, and one-sample t-test were used in the analysis. It was found that the teachers recognized the need for teacher methodological competencies in the 21st century. The highest perceived competency was skill. The second highest was characteristic. The lowest perceived competency was knowledge. The main features of the development model of training, clinical supervision, and professional learning community were demonstrated as being appropriate teacher methodological competencies in 21st century.
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