Development of Guidelines for Using Professional Community (PLC) to Enhance Digital Skills for Learning Management for Teachers in Schools with Expanding Educational Opportunities
คำสำคัญ:
Professional Learning Community (PLC), Teachers’ Digital Skills, Learning Management, Schools with Expanding Educational Opportunitiesบทคัดย่อ
This study aimed to develop and evaluate guidelines for using Professional Learning Communities (PLCs) to enhance teachers’ digital skills for learning management in schools with expanding educational opportunities. The research employed an action research design conducted in two cycles at Wattapakhaohai School, Thailand, involving 14 purposively selected teachers with diverse teaching experiences and levels of digital competence. Research instruments included observation forms, a guideline evaluation questionnaire, and a self-assessment of teachers’ digital skills.
The findings identified a structured set of PLC-based guidelines that emphasized (1) setting clear objectives for digital skill development aligned with school goals, (2) promoting collaborative lesson planning and knowledge sharing, (3) applying the TEAM-CEB process for systematic collaboration and evaluation, (4) encouraging reflection and feedback to support adaptive learning, and (5) integrating digital platforms for communication and resource sharing. Teachers demonstrated improvement in defined digital-skill indicators, with average self-assessment scores increasing across both research cycles. Overall, the guidelines were rated highly for suitability, feasibility, and usefulness (x̅) = 4.78, S.D. = 0.11). However, as the study was conducted in a single school over a limited period, the results should be interpreted cautiously. The study suggests that PLCs can serve as a practical framework for supporting teachers’ digital-skill development and promoting sustainable professional learning in similar educational contexts.
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