Approaches for Developing Classroom Action Research Skills of Teachers at Lamphun Special Education Center
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Abstract
Teacher development in classroom research skills is essential for educational institutions in order to raise the quality of education. However, conducting research in the classroom for some teachers is still an obstacle due to the lack of continuous teacher development in undertaking the research. The objectives of the study were to 1) develop guidelines for classroom research skills improvement of teachers at Lamphun Special Education Center, and 2) examine the approaches for classroom action research skills development of teachers at Lamphun Special Education Center. Focus group discussions were conducted with 5 experts, and 34 internal personnel of the Lamphun special education center. The research tools were a focus group discussion form with experts, and a focus group discussion form with the personnel of Lamphun special education center. Content analysis was used to analyze the data. The findings revealed 4 components to develop classroom action research skills of teachers at Lamphun special education center, including 1) leadership, 2) supervision, 3) efficiency, and 4) collaboration. Additionally, the approaches for classroom action research skills development of teachers at Lamphun Special Education Center according to the PDCR process, including 1) plan, 2) do, 3) check, and 4) reflect. Results of verifying the approaches for the suitability and possibility of enhancing classroom action research skills of teachers implied that the approaches are useful in driving classroom research for quality education development. In doing so, administrators should be involved in every step of the process. They should also motivate educational personnel to develop research skills for more efficient and higher-quality education.
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