Development of Management Approaches for Teacher Development Platforms in Chachoengsao Learning City to Enhance School Quality in Professional and Academic Aspects
Keywords:
Guidelines for Managing Teacher Development Platforms, Enhancing school Quality, Professional and AcademicAbstract
This research aimed to: 1) examine approaches for managing teacher development platforms, 2) develop curriculum and learning management innovations to enhance teacher competencies in alignment with the needs and context of Chachoengsao as a Learning City, and 3) evaluate the management approaches of teacher development platforms in accordance with the Learning City context in Chachoengsao. The study was conducted as research and development (R&D) in three phases: Phase 1 involved the study and synthesis of knowledge related to developing management models for teacher development platforms through documentary research and focus group meetings. The sample included 3 administrators from 3 educational service areas, 5 school administrators and 7 educational supervisors, and 15 teachers in Chachoengsao, totaling 30 participants. The research instrument was a semi-structured interview guide, and data were analyzed using content analysis. Phase 2 focused on developing curriculum and learning management innovations that enhance competencies based on the needs within the Learning City context of Chachoengsao. Phase 3 involved the study and evaluation of the management approaches for the teacher development platform in the same context.
Research findings revealed the following: 1. The teacher development platform management approach, derived from analyzing stakeholder needs, consisted of key components: 1) planning and designing the platform, 2) developing content and learning media, 3) training and support, and 4) evaluation and improvement. This was implemented through three management systems: 1) an information system for teacher personnel development, 2) a blended teaching, monitoring, and assessment system, and 3) a communication system. 2. The curriculum and learning management innovation resulted in a Non-Degree training course titled "Advanced Thinking Skills Development through Educational Innovation," comprising 9 credits and 285 learning hours. The course was rated at the highest level of appropriateness (x̄ = 4.66, S.D. = 0.52). 3. The evaluation of the appropriateness of the teacher development platform management approach, encompassing the teacher information system, learning management, blended monitoring and assessment system, communication system, and platform utilization, was rated at the highest level (x̄ = 4.68, S.D. = 0.62). Each aspect of the system was found to be highly suitable when evaluated individually.
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