Nonsoongpittayakom School Professional Learning Community for Enhancing Students’ STEM Education and Future Careers

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Anon Nonthavan
Chaiwat Tangpong
Theerapat Wongsawang


Education management should provide students to ready for surviving in the real life. STEM education and future careers are new issues for teaching and learning in Thailand school. The administrators need to provide students and teachers opportunity to build up the learning community for STEM education and future careers. Building up STEM education and preparing future careers professional learning community may provide some suggestions for further collaborative work among school teachers to organize teaching and learning from grounded up. This paper aimed to clarify the building up STEM education and preparing future careers professional learning community (STEM FC PLC) in Nonsoongpittayakom School setting. Participants included Khon Kaen University researchers, Nonsoongpittayakom (NSP) School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning and preparing future careers activities and research showed some issues of STEM FC PLC of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of NSP, sharing activities of STEM and preparing future careers, and good things from some key STEM and future career teachers’ ambition. The paper may have implication of supporting STEM education and preparing future careers in Thailand school setting.

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How to Cite
Nonthavan , A., Tangpong, C. ., & Wongsawang , T. . (2021). Nonsoongpittayakom School Professional Learning Community for Enhancing Students’ STEM Education and Future Careers. Asia Research Network Journal of Education, 1(2), 114–120. Retrieved from


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