Professional Development Process Integrated Research-based Learning, Contemplative Education, and Coaching and Mentoring for In-service Teachers

ResearchSDGs 4
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Name
Tepporn Lomaraki , Buncha Naunsay
Institution
Faculty of Education, Buriram Rajabhat University
Abstract

The purposes of this research were: 1) to investigate the process for developing inservices teachers in Buriram Rajabhat University by using the integration of contemplative education, coaching and mentoring system and research-based learning, and 2) to assess and monitor the results from the development. The participants included 40 Buriram Rajabhat University’s in-service teachers in schools under Buriram Province Primary Educational Service Area 3 Office who were teaching in the 2nd semester of school year 2018 selected by using simple random sampling method. The research tools were: 30-item multiple choice test testing knowledge and understanding towards the learning management process using the integration of contemplative education, coaching and mentoring system and research-based learning, a workshop assessment form on the learning management design by using the integration of contemplative education, coaching and mentoring system and research-based learning, and a lesson plan assessment form. The quantitative data were analyzed by employing basic statistics: Mean and Standard Deviation. Hypothesis has tasted by implementing t-test for dependent sample and the content analysis was used for assessing learning management capacity of the in-service teachers. The results showed that:

1. After participating the program, mean score of the in-service teachers regarding their knowledge and understanding towards the learning management process using the integration of contemplative education, coaching and mentoring system and research-based learning was significantly higher than before at .01 level.

2. The in-services teachers had learning management capacity. They could apply the knowledge gained from the workshop in designing instructional activities in their classrooms in terms of objective setting, instructional design, measurement and assessment, and the use of learning support media/resources at a high level in all aspects.

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