TEACHERS’DEVELOPMENT IN THE ASPECT OF CLASSROOM ACTION RESEARCH

Abstract

This research aims at developing 41 teachers under Saraburi Primary Educational Service Area Office 2 in the aspect of classroom action research. The theory of Kemmis and McTacggart (1988) was used as a framework. There are 3developing strategies also used in this research accordingly: workshop training , coaching and school visits by following the 5 steps of action research synthesized by the researcher. The research instruments were workshop’s training materials, questionnaires, test protocols, observation forms, interview forms, and documentation forms. There were 2 cycles of developing, they are:

The 1st Cycle: The teacher participants had less understanding in every step of classroom action research conducting, but after attending the training, their understanding raised to more understanding in 2 steps and moderate understanding in 3 steps respectively. When comparing teachers’ opinions regarding the knowledge of classroom action research pre and post trainings, there is .01 statistically difference. While comparing teachers’ knowledge pre and post trainings, there is .01 statistically difference. Moreover, the data from interviews, observations, documentations and school visits shows that the teachers were interested in and willing to participate in all activities provided, they understood and were able to conduct classroom action research. However, there were some data appeared that the teachers had less experience in writing research report, then the 2nd step was done to reinstructing.

The 2nd Cycle: After the reinstructing, the teachers were confident in conducting classroom action research through the steps they learned.