รูปแบบการพัฒนาครูเพื่อการเรียนรู้อย่างต่อเนื่องของโรงเรียนประถมศึกษาในพื้นที่จังหวัดภาคใต้ชายแดน

Abstract

This research is research and development. The objective is to develop a model of teacher development for continuous learning of primary schools in the southern border provinces. It consists of the following specific objectives: 1) to analyze the components of continuous learning of teachers; in primary schools of the southern border provinces 2) to create a model of teacher development for continuous learning of primary schools in the southern border provinces and 3) to experiment and evaluate the use and improving a model of teacher development for continuous learning of primary schools in the southern border provinces. The research was divided into three phases as follows: Phase one, to analyze the components of continuous learning of teachers and use mixed method research, using two questionnaires were an in-depth interview; a semi-structured interview and an exploratory component analysis questionnaire. It is an approximate scale of the Likert. The confidence value was .954. The sample group was divided into two groups. The first group were school administrators and primary school teachers in the southern border provinces totally 27 key informants, and the second group, were 530 school administrators and 1,060 teachers of primary schools in the southern border provinces. A sample of 1:10 included a sample of 1,590 people. Phase two, to create a model and use qualitative research by seminar based on experts to confirm a model of teacher development for continuous learning of primary schools in the southern border provinces, nine participants analyzed the data from the inductive conclusion. Phase three, to experiment and evaluate the use and improving a model, and mixed methods research was used to confirm the model with six experts by analyzing content. The results showed that the first phase can analyze the components of teacher development for continuous learning of primary schools in the southern border provinces were categorized into six components, there were 1) encouraging self-learning 2) academic leadership of educational institution administrators 3) using learning channels 4) joining professional learning communities 5) the use of information technology for learning and 6) social support. The second phase, to create a model of teacher development for continuous learning of primary schools in the southern border provinces (TDCL Model) compose of encouraging self-learning; learning to work, problem solving and professional advancement. The academic leadership of educational institution administrators were the main supporting of psychological learning environments, network development and learning cultural. In addition of social support, using learning channels, joining professional learning communities and the use of information technology for learning supporting teacher and educational institution administrators to toward effectiveness and student quality.