รูปแบบการขับเคลื่อนกระบวนการสร้างชุมชนการเรียนรู้ทางวิชาชีพในสถานศึกษา

Pacharawit  Chansirisira

doi:10.14456/iarj.2021.4

Authors

Pacharawit Chansirisira Faculty of Education, Mahasarakham University

DOI:

https://doi.org/10.14456/iarj.2021.4

Keywords:

Driven model, Professional Learning Community

Abstract

Professional Learning Community and Educational Management or Professional Learning Community: PLC is a gathering of cooperation and learning together of teachers, administrators, and educators to exchange to reflect results in learning improvements. Teaching to enable teachers to practice teaching better and students with higher quality, higher academic achievement. This learning community is a collective effort to develop the quality of their learning management grouping together in a willing manner, voluntarily helping each other, and ready to reflect on the performance honestly, adhere to the principle of responsibility, similar obligations, use the main method of discussion and must It is continuing seriously. This is to create an organizational culture that drives the quality of learning management together for both administrators, teachers, and students, which is a sustainable development cycle. Educational institutions are learning organizations based on friendship, vision, values, goals, and common missions by working together as a learning team that has teachers as a leader and administrators as administrators to support learning and professional development, transforming one's quality to quality of learning management that emphasizes the success or effectiveness of the people. Learning is the focus and joy of working together among members of the learning community.

References

ราชบัณฑิตยสถาน.(2555). พจนานุกรมศัพท;ศึกษาศาสตร; ฉบับราชบัณฑิตยสถาน.กรุงเทพฯ: อรุณการพิมพ.

วิจารณ; พานิช. (2555). วิธีสรaางการเรียนรูaเพื่อศิษย; ในศตวรรษที่ 21. กรุงเทพมหานคร :มูลนิธิสดศรีสฤษดิ์วงศ์.

สุรพล ธรรมรjมดีและคณะ. (2553). อาศรมศิลป์วิจัย: การวิจัยและพัฒนาชุมชนแหjงการเรียนรู้แนวจิตตปริญญา. เอกสารวิชาการการเรียนรูaสูjการเปลี่ยนแปลลำดับที่ 8. นครปฐม: เอมี่ เอ็นเตอร;ไพรส;จํากัด.

Cranston, J. (2009). Holding the Reins of the Professional Learning Community: Eight Themes Research on Principals Perceptions of Professional Learning Communities. Canadian Journal of Educational Administration and Policy, 90,1-22

DuFour, R. (2007). Professional Learning Communities: A Bandwagon, an Idea Worth Considering, or Our Best Hope for High Levels of Learning?. Middle School Journal. 39 (1):4-8.

McLaughlin, M.W. & Talbert, J.E. (2006). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.

Padwad, A., & Dixit, K. K. (2008) Impact of Professional Learning Community Participation on Teachers Thinking About Classroom Problems. Tesl-Ej, 12(3), n3.

Schmoker, M. (2004). Learning communities at the crossroads: Toward the best Schools, we’ve ever had. Phi Delta Kappan. 86 (1): 84-88.

Stoll, L., & Louis, K.S. (2007). Professional learning community. New York: Open university press.

Thompson, S. C., Gregg, L., and Niska, J. M. (2004). Professional learning communities, leadership, and student learning. Research in Middle-Level Education. (Online). From: http://www.nmsa.org/Publications/RMLEOnline/tabid/101/ Default.aspx.