Teacher Development Using Knowledge Management for Learning Activity to Promote the Student’s Analytical thinking
Article Sidebar
Main Article Content
Abstract
This research was conducted through research and development. The main objective of the research was to develop a model of teacher development using knowledge management for learning activity to promote students’ analytical thinking. The researcher undertook the following three steps in order to carry out this research: 1) the researcher studied thought and constructed a model of teacher development using knowledge management for learning activity to promote students’ analytical thinking. The researcher also analyzed related documents and constructed a model approved by nine experts with modal assessment form used as the research Instrument. 2) the researcher implemented the model using two assessment forms as the research Instruments with 24 school teachers as the participants who were selected through purposive sampling. 3) the researcher evaluated the utility of the model and teacher’s satisfaction assessed by ten experts and 24 teachers using two questionnaires and then the data was analyzed using mean and standard deviation. The Research result is shown as follows: 1) The result for constructing and approving was found out that a model of teacher development using knowledge management for learning activity to promote the students’ analytical thinking had three factors: i) teacher development using a process of knowledge management, ii) application of knowledge in learning management for practicing students’ thinking skill, iii) teachers’ ability. 2) The result of implementing the model found out that teachers’ ability of knowledge management was at the highest level, while the teacher’s ability of learning management in order to promote the students’ analytical thinking was at high level. 3) The result of evaluating the model showed that the utility of a model and satisfactory of teacher were at the highest level.
Article Details
Views and opinions expressed in the articles published by The Journal of MCU Peace Studies, are of responsibility by such authors but not the editors and do not necessarily reflect those of the editors.
References
Ahmed, P. K., & Shepherd, C. D. (2010). Innovation Management: Context, Strategies, Systems and Process. Harlow, England: Pearson Education.
Baker, T., Ever, G., & Brock, R. (2017). Targeted Teaching. London: SAGE.
Bates, B. (2016). Learning Theories Simplified. Los Angeles: SAGE.
Hislop, D., Bosua, R., & Helms, R. (2016). Knowledge Management in Organization: A Critical Introduction. (4th Ed.). New York: Oxford University Press.
Office of The Education Council. (2010). The Research Report of Thailand Education Imagery in The Future 10-20 Years. Bangkok: Pimdee Ganpim.
Peuchthonglang, Y., & Peuchthonglang, P. (2019). Community of Practice (CoP): Knowledge Management for Manufacturing of Creative Cultural Handicraft Products in Muang Sat Community Muang District, Chiang Mai. Journal of MCU Peace Studies, 7(5),1474-1490.
Robbins, S., & Coulter, M. (2018). Management. (14th Ed.). Harlow: Pearson.
Sanzo, K. (2016). Strategies for Developing and Supporting School Leader: Stepping Stones to Great Leadership. New York: Routledge.
Sinlarat, P. et al. (2014). Need to be Revolution of Thailand Education. Bangkok: Chulalongkorn University Publication.
Sinthapanon, S. et al. (2019). Diverse of Teaching Method for Developing Thai Youth. Bangkok: 9119 Technique Printing.
Wongsuvan, S. (2013). A Study of Teacher Development on Teaching using Knowledge Management in Banpakthang School under Phijit Municipality. Phitsabulok: Faculty of Education, Naresuan University.
