สภาพ ผลกระทบ และแนวทางการบริหารงานวิชาการของโรงเรียนเอกชนสอนศาสนาอิสลามในจังหวัดชายแดนภาคใต้ที่ใช้นวัตกรรมการศึกษาชั้นเรียนแบบญี่ปุ่น

Abstract

This research was qualitative research 1) to study the general condition of the school's lesson study operation 2) to study the impact of lesson study on school academic administration and 3) to present recommendations on academic administration guidelines of Islamic private schools in the southern border provinces using Japanese lesson study. The research was divided into 2 parts. Part 1 involved a focus group discussion with the administrators, head of academic affairs and teachers from 7 leading schools, totaling 12 people and group discussions with 3 university experts in Lesson Study Innovation. At the same time, non-participating observation was collected with the same 7 leading schools. Part 2 was related to focus group discussions with 5 experts, 2 experts in lesson study, 2 experts in Islamic private school administration and 1 expert in teacher professional development. The results showed that 1.Before using Japanese Lesson Study innovation, academic administration of private Islamic schools in the southern border provinces had organized activities and projects that had not focused on classes. They had not been met the quality assurance standards for learners and teachers. They had also not being paid attention to the course study in teaching design, classroom teaching management model focusing on the learners. Funding and learning resources were limited. The measurement and evaluation had been focused on tests and exams. The development of teachers would be focused on organizing training or sending them to external training which cannot be developed or applied in practices. There are also additional findings that Private Islamic schools in the southern border provinces has started to know lesson study through the experience and work of Thaksin University, Prince of Songkla University, and private Islamic schools that had early joined. They have understood that lesson study promotes professional development through the Professional Learning Community (PLC), the development of teaching innovations, thinking-based teaching and fosters confidence in students' presentations. The lesson study has a background and history of expanding the concept of classroom education innovation in the southern border provinces since 2004. There was an official talk of universities in the southern border provinces. It has been also found that the concept of Islamic principles facilitate the successful and smooth implementation of lesson study. 2. Using lesson studyhas affected the academic administration of private Islamic schools in the southern border provinces in terms of academic programs and insurance. It can be able to meet internal and external quality assurance standards. In term of curriculum management, it has caused all stakeholders both executives, academic heads, and teachers to develop curricular. In term of learning, it has enabled administrators to have a role in classroom management. It has also been emphasized on teaching and learning management that focuses on learners as important. In term of learning resource management, executives support media, learning equipment to enable teachers to design teaching materials. In term of measurement and evaluation, the assessment has been focused on individual development, process, student's problem solving concept. And, in term of teacher professional development, this caused the teacher development model to shift from focusing on sending teachers attending training to developing through normal classroom work processes. It helps them to work together as a team in which the administrators play an important role in the development of the teacher profession. 3. Suggestions for academic management guidelines for Islamic private schools in the southern border provinces using lesson study are that; 1) schools must plan and set a calendar of classroom education innovations in the school's main operational calendar. 2) Administrators must play a role in curricular and learning management, support and manage learning resources, participate in monitoring, measuring and evaluating learning outcomes, and play an important role in the development of the teaching profession by promoting and encouraging teachers to learn and develop themselves through internal and external learning. Moreover; an academic head must work with administrators to design, to implement and to monitor the implementation of lesson study continuously. Teachers must understand the curriculum, recognize and design learning management that focuses on learners, produce teaching materials that are consistent with learning management methods. Teachers must also realize that working as a team is to learn, to listen to suggestions, to open classes continuously and to participate in various network activities.