แนวทางการพัฒนาทักษะการเรียนรู้ในศตวรรษที่ 21 ของครูโรงเรียนเครือข่ายฝึกประสบการณ์วิชาชีพครู สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาฉะเชิงเทรา เขต 1

Abstract

The purposes of this research were 1) to study level of learning skills in the 21^st century of teachers, 2) to study problems and solutions regarding learning skills in the 21st century of teachers, and 3) guidelines to develop learning skills in the 21^st century of teachers. The samples were 263 teachers of professional teacher training network schools and 5 people who had experience in developing learning skills. Questionnaires and interview forms for group discussion were used as the tools of the research. The statistics for data analysis were frequency, percentage, and content analysis. The research results were as follows: 1) The learning skills in the 21^st century of teachers as a whole and in each aspect were at a high ranking. 2) The problems with learning skills in the 21^st century of teachers were creative skills in organizing new learning activities; skills in using information technology; planning and designing  innovations that were suitable for learning management at present; adequacy and modernization of technological media equipment for learning management and lots of other workloads. The solutions were training the use of innovation and technology, organizing a learning exchange platform for teachers to present creative innovation, conducting seminar forum of professional learning community (PLC), providing sufficient and modern computers, and also prioritizing works clearly and appropriately. 3) Guidelines to develop learning skills in the 21^st century of teachers were as follows: improve teachers regarding new learning methods; promote teachers to work with system-oriented innovation; should encourage teachers to use various and creative teaching techniques and use innovative media for learning management; arrange a stage to exchange ideas about the production of media, innovation, and propose creative innovations; improve teachers in various aspects when it comes to conversation, writing and other communication; should encourage teachers to use various communication channels to exchange experiences and troubleshooting as well as communication between schools and parents; should promote the application of information technology in the learning management at all levels and all learning strand group; provide technology media as appropriate and adequate; should develop teachers' quality to have knowledge, competence, and progress in the profession according to international standards.