A Program of Developing Teachers on Child Centered Learning in Schools under the Secondary Education Service Area Office 21

Abstract

This research intended 1) to study elements and indicators of Child Centered Learning; 2) to study priority needs and the way to develop teachers on Child Centered Learning and 3) to develop a program of developing teachers on Child Centered Learning. The sample consisted of 327 teachers using Stratified Random Sampling. The tools used in the research were an assessment form for assess the appropriateness of elements and indicators of Child Centered Learning, a questionnaire for current conditions and desirable conditions and an evaluation form for an appropriateness and feasibility of the teacher development program on Child Centered Learning. The statistics used to analyze the data were percentage, mean, standard deviation, Pearson correlation coefficient and Modified Priority Needs Index (PNI Modified). The research found that; 1) The components of Child Centered Learning consisted of 5 elements. Assessment results in overall and individual aspect were appropriate at a high level. 2) The current conditions of teachers on Child Centered Learning in overall and all aspects were at high levels. The desirable conditions of teachers on Child Centered Learning in overall was at a highest level. 3) The program of developing teachers on Child Centered Learning takes 61 hours. The program was evaluated by experts found that the suitability was at the highest level and the feasibility of the program was also at the highest level.