MODEL FOR THE DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY TO ENHANCE THE INSTRUCTIONAL COMPETENCE OF ELEMENTARY SCHOOL STUDENT TEACHERS

Abstract

This research aimed to 1)develop a teacher professional learning community development model to enhance the instructional competence of elementary school student teachers, 2)test the teacher professional learning community development model, and 3)study good practices on teacher professional learning community development. This research conducted quantitative and qualitative research methods. The research samples consisted of 31 student teachers, Silpakorn University, first semester, Academic Year 2022. The research instruments comprised a form for investigating the theoretical reasonableness and feasibility of the model, an instructional competence evaluation form, a satisfaction survey form and focus group discussion questions. The data analysis was conducted using mean (), standard deviation, (S.D.), and content analysis. The research findings were as follows: 1) The teacher professional learning community development model to enhance the instructional competence of elementary school student teachers consisted of 6 components: 1) name of model, 2) principles, 3) objectives, 4) process, 5) supporting factors, and 6) results of model; 2) Model trial – 2.1) Overall, the student teachers’ instructional plan development competence was at a high level ( = 4.15, S.D. = 0.58) and instructional competence was at a high level ( = 4.10, S.D. = 0.63) and 2.2) Overall, the satisfaction was at the highest level ( = 4.79, S.D.=0.42); and 3) Good practices on teacher professional learning community development - The development of instruction through the model process ensuring achievement and tangible outcomes involved reinforcing factors, including: 3.1) Knowledge of elementary school student teachers, 3.2) Skills and competence of elementary school student teachers, and 3.3) Stakeholder engagement.