Paradigm, Pattern and Mechanism of Teacher Development Based on Spatial Network Concepts: A Case Study of Northern Areas

Abstract

The objectives of this research were 1) to study the current and desirable conditions of teacher development; 2) to develop a paradigm for teacher development models and mechanisms; and 3) to formulate a policy proposal for a paradigm, patterns, and mechanisms for teacher development based on spatial network concepts mixed method, The Exploratory Sequential Design, with the first period being qualitative research with a population and a sample of 227 people, namely Phayao University, Faculty of Education, Chiang Rai Rajabhat University, Faculty of Engineering, Rajamangala University of Technology Lanna. This study used questionnaires to collect information. Data were analyzed by the statistics used in the analysis were frequency and percentage, mean, standard deviation. and content analysis. The results showed that the current state and the desirable state of the paradigm are teacher development that aims to achieve the drive and intrinsic quality of individual teachers from the application of information technology. communication technology and digital platforms paradigm development effect model and Mechanism is teacher development through the creation of an online professional learning community with coaching and guiding that emphasizes practical action, Mechanisms and policy proposals are the network of educational institutions. Teacher development by a network of schools at the district level and policy proposal.