Development of Competency Building Programs in Professional Training of Teachers

Abstract

Research on the development of teacher competency building programs in professional teacher training. The research objectives are: 1. To study the needs necessary to enhance the competencies of inservice teachers, training in the profession of teachers. 2. To develop a program to enhance the competency of inservice teachers, training in the profession of teachers. 3. To implement the program and follow up on the implementation of the competency building program of inservice teachers, professional training of teachers. The research is divided into 3 phases: Phase 1: The study of the needs of inservice teachers, training in the profession of teachers. Phase 2: Development of teacher competency building program, teacher professional training. Phase 3: Implementation of the program and follow-up on the implementation of the competency building program for inservice teachers, professional training of teachers. Subjects used in research include course lecturers who have been assigned as inservice lecturers for students to practice teacher profession. Faculty of Education, Mahasarakham Rajabhat University, 19 students. Research instruments include: Questionnaire on the need for competency building of inservice teachers, training of teacher professions. and semi-structured interviews, program suitability assessments 5-level (Rating Scale), Knowledge Test and Satisfaction Assessment.
The results of the research were as follows; 1. The results of the study on the need for competency building of inservice teachers, training and professional experience of teachers. 1.1 In terms of Learning Management, it was found that the most necessary need is that the inservice professor has knowledge about the subject matter and learning management. Preparing a Learning Management Plan Key elements of a classroom learning plan and management. 1.2 In terms of the ability to supervise and mentor students of inservice professors, it was found that the most necessary need is that inservice professors have the ability to give advice. Guidance of best practices Approach students to solve problems so that they can analyze and solve problems that arise appropriately. 1.3 In terms of learning measurement and evaluation skills of inservice teachers, it was found that the most necessary requirement is that inservice teachers have the skills to design, measure and evaluate various forms that are appropriate to the situation and competencies of students practicing teacher profession. 1.4 In terms of the roles, duties and ethics of inservice teachers, it was found that the most necessary need is that inservice teachers encourage students to practice in the teaching profession to have systematic problem-solving skills and for students to learn to solve problems on their own. Continuously monitor academic progress and supervision knowledge. 2. The results of the competency building program for inservice teachers, professional training and teacher experience. It was found that the program consists of 6 components: (1) objectives, (2) training activities, (3) training methods, (4) essence, (5) media, (6) assessment guidelines and There are 4 modules: (1) learning management, (2) learning measurement and evaluation, (3) supervision and counseling of inservice teachers, (4) roles and ethics of inservice teachers. 3. Evaluation results of the use of competency building programs for inservice teachers, professional training of teachers. 3.1 Teacher Training Supervision Faculty of Education, Mahasarakham Rajabhat University, 19 students who participated in the program compared knowledge and understanding before and after the training program to enhance the competency of inservice teachers. When performing statistical tests, It was found that after attending the training according to the competency building program of inservice teachers, the training of professional teachers. Increased knowledge. 3.2 Satisfaction Assessment Results of the Teacher Competency Building Program Overall satisfaction was highest. 3.3 Follow-up on the use of competency building programs in professional training of teachers. It was found that inservice teachers can apply the knowledge gained in supervision and be able to perform their duties according to their roles with quality and maximum benefit to the students receiving supervision.