Priority Needs for Teacher Development of Secondary School in Chonburi Province based on the Concept of Inclusive Learning
Keywords:
Teacher Development, Inclusive learning, Priority needs, Secondary schoolAbstract
The purposes of this research were to 1) study the current state and desirable state of teacher development of secondary schools in Chonburi province based on the concept of Inclusive Learning, and 2) study the priority needs for teacher development of secondary schools in Chonburi province based on the concept of Inclusive Learning. The population group of this research was secondary school teachers in Chonburi province. The informant comprised of 236 teachers in secondary schools in Chonburi province. The research instrument was a rating scale. The data were analyzed by frequency distribution, percentage, mean, standard deviation and modified priority needs index (PNImodified)
The findings showed that the overall current state of teacher development of secondary schools in Chonburi province based on the concept of Inclusive Learning were at a medium level while the desirable state was at a high level. The highest priority needs for teacher development of secondary schools in Chonburi province based on the concept of Inclusive Learning is ownership of learning and design curriculum for individual learners and various learning assessment methods respectively.
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