Development of Process to Promote the Potential of Learning Facilitators Teachers Towards Learning Quality based on the Concept of School-Based Teacher Development and Cognitive Coaching Approach

Abstract

          The purposes of this research were 1) to development the process to promote the potential of learning facilitators teachers towards learning quality based on the concept of school-based teacher development and cognitive coaching approach, 2) to study the results of using the process to promote the potential of learning facilitators teachers towards learning quality based on the concept of school-based teacher development and cognitive coaching approach. The sample group used in the research included 12 teachers who voluntarily participated in the research project, Phetchaburi Province. The tools used include a design ability learning management assessment form and observation of teachers' behavior in organizing learning activities. Analyze data by finding the mean and standard deviation and the t-test (Paired Sample T - test).

            The results of the study revealed that:

1. The process for promoting the potential of learning facilitators teachers towards learning quality based on the concept of school-based teacher development and cognitive coaching approach is the creation of a system for working together to enhance the potential of teachers and directors using the school as a base and guidance. Teachers work together to analyze problems in the school, specify desired goals, collaborate in designing instruction, conducting instruction, observing teaching, and reflecting on practice results from learning management design. There are 3 principles: 1) Voluntary focus on teacher development according to the problem during the performance of normal duties leading to actual practice, 2) Guidance to create internal thinking processes that leads to setting desirable goals for self and student development, and 3) planning and observing, and kind guidance lead to improve the teachers' teaching behavior and raise the quality of professional standards and the quality of students. There was a 5-step including
   step 1: development planning meeting, step 2: providing information for development, step 3: Deciding and planning in designing learning management, step 4: practice designing learning management according to roles facilitators teachers, and step 5 meeting for reflection.


2. The potential of facilitators after was higher than before participating in the process, and when considering the development of the learning potential of the teacher director during the use of the process 3 times, there was higher development with average scores equal to 115.08, 123.00, 129.33, respectively.