Development of a Model to Promoting Research Competency for Vocational Teachers in Laos
Article Sidebar
Main Article Content
Abstract
The objectives of this research article were: (1) to examine the components of a model for promoting research competencies among vocational teachers in Laos, and (2) to develop and evaluate the appropriateness and feasibility of the model. The study employed a mixed-methods approach, combining qualitative and quantitative research. The participants were 18 experts in vocational education from Laos, selected purposively. The research instruments included (1) document recording forms, (2) semi-structured interview guides, and (3) an evaluation form for assessing the propriety and feasibility of the model for promoting research competencies among vocational teachers in Laos. Data were analyzed using content analysis, means, and standard deviations. The research findings are as follows:
1. The study of the components of the model for promoting research competencies among vocational teachers in Laos revealed that the model comprises six main components: (1) the principles of the model, (2) promotion of research activities for teachers, (3) development of research knowledge and skills, (4) implementation of activities according to the model, (5) evaluation of the model, and (6) feedback.
2. The development of the model revealed that the model for promoting research competencies among vocational teachers in Laos consists of two main components: (1) promoting research activities for teachers and (2) developing research knowledge and skills. The evaluation of the model’s appropriateness and feasibility indicated that (1) the overall assessment of the draft model for promoting research competencies among vocational teachers was at the highest level, and (2) the overall assessment of the accompanying handbook for promoting research competencies among vocational teachers in Laos was also at the highest level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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
Buengmum, T., Thanaphaet, C., & Panyaprasoetkul, K. (2020). A Model for Promoting Classroom Action Research of Teachers in Basic Education Institutions under the Khonkaen Primaryeducational Service Area Office 4. Journal of Buddhist Education and Research (JBER), 6(1), 75-86.
Dechakupt, P. (2021). Competency in Creating Teaching Innovation Based on Classroom Action Research. Bangkok: Chulalongkorn University Press.
Eabskul, J. (2011). The Promotion Model for Research in Educational Institute. (Doctoral Dissertation). King Mongkut’s University of Technology North Bangkok. Bangkok.
Juithong, S. (2024). The Competency of the Supervision Model to Improve the Classroom Research of Teachers under the Samutprakarn Provincial Education. Journal of Graduate Studies, Valaya Alongkorn Rajabhat University under Royal Patronage, 18(2), 183-198.
Nentakong, K. (2021). Development of Enhancing Model for Classroom Research of Teachers in Wat Jantaram (Tangtrongjit 5) School. (Master’s Thesis). Christian University. Bangkok.
Office of the Basic Education Commission. (2011). Guidelines for Research and Research Promotion 2011-2013. Bangkok: Agricultural Cooperative Federation of Thailand Printing House.
Punsanga, S., Phrapalad Narongdech Atimutto & Bua-on, N. (2024). The Student Development Model Using Guided Methods to Strengthen Learning Discipline of Students at the School for Expanding Educational Opportunities of Chaiyaphum Primary Educational Service Area Office 1. Journal of Chaiyaphum Review, 7(2), 152-164.
Ritcharoon, P. (2021). Classroom Research Techniques. Nonthaburi: Chatuporn Design.
Rungroungvanichgul, O. (2013). The Model Development to Enhance Researchers Competency for Teachers in Secondary Education Service Area Office 2 by Learning Processes Integration. (Doctoral Dissertation). Srinakharinwirot University. Bangkok.
Salmento, H., Murtonen, M., & Kiley, M. (2021). Understanding Teacher Education Students’ Research Competence through their Conceptions of Theory. Frontiers in Education, 6, 763803.
Sengkhamkhoutlavong, B. (2014). A Researcher Development Model for Faculty Members of the University in Lao People’s Democratic Republic. Journal of Education, Khon Kaen University, 2(37), 59-67.
Sinlarat, P. (2017). Teachership and Professional Teacher Development. (1st Printing). Bangkok: Chulalongkorn University Printing House.
Suptanon, J. (2009). A Development of Research Promotion Model for University Instructor. (Doctoral Dissertation). King Mongkut’s University of Technology North Bangkok. Bangkok.
Tun-in, S. (2024). The Teacher Development Model in Classroom Research by Using Participatory Action Research for Upgrading Achievement at Thoengwittayakhom School Under the Office of Chiang Rai Secondary Educational Service Area. Journal of Roi Kaensarn Academi, 9(7), 153-170
Vocational Education Development Institute. (2020). 5-Year Performance Report and 10-Year Plan of Vocational Education Development Institute. Vientiane: Vocational Education Development Institute.
Vocational Education Development Institute. (2024). Guidelines for Evaluating Performance and Considering Academic Positions of Vocational Teachers. Vientiane: Vocational Education Development Institute.
Yoosook, W. (2016). The Development of Practical Instructional Model for Vocational Teachers. (Doctoral Dissertation). King Mongkut’s University of Technology North Bangkok. Bangkok.
