The Development of Teacher Competency on Learning Management in 21st Century: A Case Study of Ban Natatan Khamkha School

Abstract

          The purposes of this research were: 1) to examine the components of teacher competency on learning management in the 21st century at Ban Natan Khamkha School, 2) to investigate the problems and needs for developing teacher competency on learning management, 3) to explore the guidelines for developing teacher competency on learning management in the 21st century at Ban Natan Khamkha School, and 4) to examine the effects after the implementation. A group of co-researchers consisted of a researcher, 21 co-researchers, and 7 informants. The research employed the two-spiral participatory action research with four steps, including Diagnose, Act, Measure, and Reflect. The research tools were a set of needs questionnaires, evaluation forms, observation forms, and interview forms.

          The findings were as follows:

1. The components of teacher competency on learning management in 21st century in a case study of Ban Natan Khamkha School consisted of ten components with 44 indicators:        1) Communication skills with three indicators 2) Learner-centered teaching with five indicators   3) Research for developing learners with three indicators, 4) Teacher leadership with five indicators 5) Professional morality and ethics with six indicators 6) Utilization of innovations and information technology for learning management with five indicators 7) Development of integrated curriculum with two indicators 8) Thinking skills with five indicators 9) Teamwork and knowledge sharing with seven indicators, and 10) Measurement and evaluation for learner development with three indicators
2. The problems that the teachers experienced in terms of competency development were identified for further improvement as follows: 1) lacking communication skills 2) limited knowledge and understanding about learner-centered teaching 3) lacking knowledge and understanding in conducting research for learner development 4) lacking teacher leadership development 5) lacking professional moral and ethical development and 6) insufficient skills in utilizing innovations and information technology for learning management. Needs concerning teacher competency improvement comprised the following: 1) knowledge and understanding about the development of integrated curriculum 2) thinking skills development 3) teamwork and knowledge sharing improvement and 4) knowledge and understanding on measurement and evaluation for learner development.
3. The developed guidelines were selected by the researcher and co-researchers within an agreed set of 20 activities in ten projects.

        4. The developed of teacher competency on learning management in 21^st century in a case study of Ban Natan Khamkha School.