THE DEVELOPMENT OF THE TRAINING COURSE MODEL THROUGH PROFESSIONAL LEARNING COMMUNITY TO PROMOTE ACTIVE LEARNING FOR EARLY CHILDHOOD TEACHERS
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Abstract
The purposes of this study were to develop a training course model and to investigate the results of using the training course model through Professional Learning Community (PLC) to promote active learning for early childhood teachers. The specific objectives were (1) to compare the abilities of active learning management through PLC before and after taking the training course and (2) to evaluate the satisfaction of early childhood teachers who took the training course through PLC to promote active learning. The research process was conducted in two phases: The first phase was the development of the training course model and the
second phase was the study of the results of using the developed training course model by application of the developed training course model with the target group, i.e. 12 purposively selected early childhood teachers in Tessaban 4 (Ban Chiang Rai) School under the Department
of Local Administration in Suan Dok Sub-district, Mueang District, Lampang Province. The research instruments comprised (1) the training course model, (2) an active learning management evaluation form, and (3) a satisfaction evaluation form. The data were analysis using the mean, standard deviation, and content analysis. The research results were as follows: (1) the developed training course model was composed of 4 main components (1.1) background of the model, (1.2) the process of the model, (1.3) the results of using the model, and (1.4) the reflection of using the model; (2) the results of using the training course model through Professional Learning Community (PLC) to promote active learning for early childhood teachers were as follows: (2.1) the result of comparison of abilities of active learning management through PLC of early childhood teachers showed that the post-training rating mean score was 4.36 which was higher than the pre-training counterpart mean score of 2.81; and (2.2) the overall satisfaction of the early childhood teachers’ who were trained with the training course model was at the high
level with the rating mean of 4.13; the specific aspect of satisfaction that received the top rating mean was the aspect of learning activities with the rating mean of 4.27, followed by the aspect of measurement and evaluation with the rating mean of 4.17; while the aspect receiving the lowest rating mean was that of the contents with the rating 3.97, also at the high level.
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