การพัฒนาทักษะการจัดการเรียนรู้ในศตวรรษที่ 21 ของครูโดยใช้กระบวนการชุมชนวิชาชีพแห่งการเรียนรู้โรงเรียนวัดแพรกนกเอี้ยง

Abstract

The objectives of this research were 1) to study a condition concerning teachers' learning management before developing through the 21^st Century learning management skill at Wat Preak Nok-Eang School, and 2) to develop the teachers’ the 21^st learning management skill through the professional learning community (PLC) at Wat Preak Nok-Eang School. The samples used in this research were comprised of six teachers teaching in the academic year 2018 at Wat Preak Nok-Eang School, Mueang District, Chachoengsao Province. The research instruments used in this study were 1) questionnaire for learning management condition, 2) assessment questionnaires for the 21^st Century learning management skill after participating the professional learning community; they consisted of (2.1) assessment questionnaire for learning management  (2.2) assessment questionnaire for the professional learning community (2.3) assessment questionnaire for the lesson-plan designing skill, and 3) semi-structured questionnaire for teachers’  focus group on  the development of teachers’ the 21^st learning management skill through the professional learning community.  The data collection was classified into three stages: stage I: studying a condition of teachers’ learning management at Wat Preak Nok-Eang School, stage II: developing the teachers’ the 21^st learning management skill through the professional learning community, and stage III: studying the results of the development of the teachers’ the 21^st learning management skill through the professional learning community. The data was statistically analyzed by percentage, mean, standard deviation and content analysis. The result shown that:

            1. For the condition of teachers' learning management at Wat Preak Nok-Eang School, it was in the moderate level ( =3.13, S.D.=0.37). When considering each side, it was found that the condition was in the moderate level.  It was as followings: that of media and learning source was in the moderate level ( =3.50, S.D.=0.53), that of instructional activity was in a moderate level ( =3.36, S.D.=0.26), that of measurement and

assessment was in the moderate level ( =2.89, S.D.=0.28), and that of teachers was in the moderate level ( =2.83, S.D.=0.20) respectively.

            2. The teachers’ the 21^st learning management skill through professional learning community for teachers at Wat Preak Nok-Eang School consisted of as follows: 1) For the 21^st Learning Management skill, it was found that knowledge and understanding of the 21^st learning management skill after participating the professional learning community of teachers at Wat Preak Nok-Eang School was in the high level ( =4.33, S.D.=0.50).  When considering each side, it was found as follows: personality development skill was in the highest level ( =4.94, S.D.=0.24),  the classroom action research skill was at the highest level ( =4.67, S.D.=0.49), the classroom management skill was in the highest level ( =4.53, S.D.=0.51), the leaning assessment skill was at the highest level ( =4.38, S.D.=0.49), the curriculum designing skill was in the high level ( =3.98, S.D.=0.41),  the child-centered instructional management skill was at the high level ( =3.93, S.D.=0.58), and the classroom-innovation applying skill  was at the high level ( =3.92, S.D.=0.72; 2)for the professional learning community, it was found that the knowledge and understanding of the professional learning community of teachers at Wat Preak Nok-Eang School was in the highest level  ( =4.55, S.D.=0.36) and; 3) the overall of teachers’ lesson plan designing skill was in the high level.  The results of the interview showed that the teachers’ opinion towards the development of the 21^st Century learning management skill through the professional learning community; i.e. opinion and curriculum designing skill, knowledge and understanding on the basic education core curriculum B.E. 2551 (A.D. 2008); had been increased.  By this, teachers were able to analyse the curriculum details, the subject designing process focused on learning standard, the additional subject designing process, and the local designing curriculum process.   For the child-centred learning management, the teachers were able to manage appropriately their classrooms in response to students’ ability, interest, aptitude, and potential. For the classroom innovation application, the teachers knew and understood the teaching method and techniques.  Moreover, teachers could design the lesson plans focused learning innovation, developed their learning assessment skill and understood the measurement and assessment instruments.