In-Service Preschool Teachers Training Program Based On Experiential Learning Concept With Assessment For Learning Principle To Promote Conflict Resolution Ability In Classrooms
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Abstract
The article was to present the synthesis of a training program for kindergarten teachers based on experimental learning concepts with assessment for learning principle to promote conflict resolution ability in classrooms which passed a quality inspection by content analysis that related to experimental learning concept, assessment for learning principle, and conflict resolution ability. This study employed
a documentary research method to synthesize a conceptual framework, comprising three key steps:
(1) reviewing relevant literature, research studies, concepts, and theories related to experiential learning, assessment for learning, and conflict resolution skills in the classroom; (2) designing data collection instruments using content analysis, with tools including a content validity assessment form to determine the Index of Item-Objective Congruence (IOC); and (3) analyzing the data obtained from the literature review through qualitative content analysis and synthesis. The study results indicated that the program consisted of three phases: 1) developing teachers in managing conflicts, 2) teachers’ implementation of conflict management in the classroom, and 3) lessons learned among teachers to promote conflict resolution ability in classrooms in three areas: creating an environment that minimizes conflicts, responding to conflicts promptly, and fostering problem-solving skills.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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