DEVELOPMENT OF A PROFESSIONAL LEARNING COMMUNITY MODEL BY CO-CREATING LESSONS TO DEVELOP COMPETENCE IN ACTIVE LEARNING MANAGEMENT THAT PROMOTES THE QUALITY OF STUDENTS AT BUACHET WITTHAYA SCHOOL, SURIN SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The research aimed to 1) Study the basic information necessary for developing learning management, 2) Develop a model of a professional learning community by collaboratively creating lessons to develop active learning management competencies that promote student quality, 3) Study the results of using the model, and 4) Evaluate the effectiveness of the model using research and development methods. The data providers were school administrators, teachers, chairpersons of the basic education committees, and experts. The tools used were focus group discussions, interviews, checklists, and evaluation forms. The research found that the professional learning community model is an important mechanism for developing active learning management and can enhance teachers' competencies in learning management planning, designing active learning activities, using media, innovations, educational technology, classroom management, measurement and evaluation, and teamwork. The developed model consists of three parts: 1) Active learning management competencies, covering learning design, writing lesson plans, classroom management, and measurement and evaluation; 2) The professional learning community process by collaboratively creating lessons in 6 steps, from defining a shared vision and goals, designing lessons, managing learning and classroom observation, and reflecting on learning outcomes. Disseminating the results of good practices and building professional networks 3) Measuring and evaluating teacher competencies in 4 areas. The results of using the model showed that the teachers' active learning management competencies increased to a great or very great extent in all areas, especially in classroom learning management and measurement and evaluation. In addition, the learning achievement, key competencies, and desirable characteristics of the learners increased, with stakeholders believing that the model was appropriate and highly effective.