Guidelines for Teacher Development in Proactive Learning of Opportunity Expansion School in Phrae Primary Educational Service Area Office
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Abstract
This research article aims 1) to study the actual condition and Things should be in the development of teachers in the area of Active Learning 2) to study the development guidelines for teachers in terms of active learning management in opportunity expansion schools in Phrae Primary Educational Service Area Office 2. This is mixed methods research. The sample group consisted of 34 school administrators from extended opportunity schools, 58 teachers, 92 people in total, and 12 experts. The research instruments were questionnaires and interviews. We used statistics, percentages, means, standard deviations, need ranking index, and content analysis to analyze the data.
The research results found that: 1) Overall, the actual conditions for teacher development are at a high level and the things that should be in teacher development are at the highest level. 2) Guidelines for teacher development in Active Learning have 4 aspects are in terms of assessment of development needs by surveying and analyzing teachers' self-development needs, in terms of planning and designing development activities, short-term and long-term plans are made by setting clear objectives and goals, defining a variety of development activities that are in line with teachers’ needs, and promoting the exchange of knowledge, in terms of implementation of development activities by determining the content and activities for teacher development in active learning management that are consistent with the problems and needs of learner development, and in terms of monitoring and evaluation, by monitoring periodically in a friendly manner and using the evaluation results as information for preparing a teacher development plan for continuous development.
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References
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Office of the Education Council Secretariat. (2013). defines it as “In order to achieve success according to the goals of education, it is necessary There must be teachers with appropriate quality and standards through preparation and continuous development of teachers. Teacher ability is an important variable that directly predicts or expects the quality of students. High quality teachers He is skilled in organizing teaching and learning activities for students to practice, leading to true learning.” (In Thai)
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