Professional Development Process Integrated Research-based Learning, Contemplative Education, and Coaching and Mentoring for In-service Teachers

Abstract

The purpose of this research was to study the process of professional development integrated Research-based learning, Contemplative education, and Coaching and mentoring for in-service teachers. The population in this research was 40 teachers in Buriram Province.

Research instruments were (1) Research-based learning, Contemplative Education, ad Coaching and Mentoring Observational form according to professional development programs, (2) behavior observational form according to indicator and standard to assess teachers’ learning management and performance competencies aligned with integrated Research-based learning, Contemplative Education, and Coaching and Mentoring Strategies.  Mean and standard deviation were used for analyzing quantitative data. Content analysis was employed for analyzing qualitative data. The research findings revealed as follows:

1. In-service teachers can learn from participating in the professional development workshop. They also understand their roles of supervisor, role of teacher as learners in professional learning community.


2. In-service teachers understand how to integrate the process of professional development process integrated Research-based learning, Contemplative education, and Coaching and mentoring to develop their skills and competency in teaching and learning management.


3. Performance and competencies of teachers’ according to participate in the professional development workshop, skills and techniques in leaning management revealed that:

               3.1 Behavior observational form according to indicator and standard to assess students’ learning management integrated RCC in 5 aspects of assessment--including self-ethics, professional ethics, ethics towards users, ethics towards society, and ethics towards co-professionals—were at the high level in all aspects of assessment

                   3.2 Behavior observational form according to indicator and standard to assess performance competencies aligned with integrated Research-based learning, Contemplative Education, and Coaching and mentoring—including setting a behavioral objective, learning design, assessment, and media/resources supported learning-- were at the high level in all aspects of assessment