พฤติกรรมการจัดการเรียนรู้ของครูด้วยระบบอีคลิป (e-CLIP)

Abstract

This research study is an extended study developed from the teacher development project calls “Science, Mathematics, Computer education’ s Teachers Development Project using English Integrated Studies within EIS School Network”. Its main objective is to develop learning behaviors of the teachers while teaching in the classroom. In another word, it intends to enhance the teachers’ capacities through “on the job training method. The utilization of electronic communication system is also featured in this research. The sample groups of teachers are those affiliated with OBEC from 1,602 teachers. The concept of Lesson Study method designed under the Content and Language Integrated Pedagogy via electronic communication or e-CLIP system is used as the main research process in this study. This e-CLIP system was repeated 6 cycles as its model required in order to collect sufficient and reliable data. Additionally, the data collecting instruments are 1) English Proficiency Evaluation Form, 2) ICT Skills Evaluation Form, 3) Survey of Teachers’ satisfaction toward the application of e-CLIP system and, 4) Interviews guideline of teachers about the application of e-CLIP system. Also, more than 15 experienced research assistance were involved in the data collection.

The research result reveals that the major inspiration of teachers’ decision in using e-CLIP system in their classroom derives from the support of the school principals’ policy. Approximately 100% of those who used e-CLIP were achieved through the supports of school executives. It also shows that the level of interaction between teachers and students depended on the level of English skills of the teachers for which; most of the teachers were able to use English proficiently. With respect to the ICT skills, the teachers were able to enhance this skill through the application of e-CLIP system. The result also shows the teachers’ satisfaction of the use of “Lesson Study method through e-CLIP system” in their classroom for 4.85 out of 5 because this model allowed them to learn and reflect upon their performances through exchanges of comments and ideas among the teachers in the program.