Research and Development of Teachers' Competencies in Designing Learning to Promote Quality Citizenship and Critical Communication Skills of Thai Students: The Integration of Thai Social Issues in Learning Design
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Abstract
This research has four objectives: (1) to analyze the components and indicators of quality citizenship characteristics and critical communication skills appropriate to Thai identity among students, (2) to analyze the components and indicators of teachers' competencies in designing learning that promotes students’ development as quality citizens with critical communication skills appropriate to Thai identity, using social issues as a foundation for learning design, (3) to develop a model for enhancing teachers’ competencies, and (4) to examine the effectiveness of the developed model. The data sources include (1) six university professors and basic education teachers for synthesizing indicators of quality citizenship characteristics and six university professors and teachers for synthesizing indicators of teachers' competencies, (2) a total of 1,099 basic education teachers, teacher education students, and upper secondary school students for analyzing the components of quality citizenship characteristics, and 1,040 individuals for analyzing the components of teachers' competencies, (3) six university professors and basic education teachers for providing input in model development, (4) three university professors for evaluating the quality of the developed model, and (5) twenty basic education teachers for assessing the effectiveness of the model implementation. The research instruments include interviews, questionnaires, model quality assessment forms, and teacher competency assessment forms, while statistical methods used include exploratory factor analysis, content analysis, mean, standard deviation, and relative developmental scores. The research findings identified three components and 40 indicators of quality citizenship characteristics and five components and 35 indicators of teachers' competencies. The developed model for enhancing teachers' competencies consists of background, principles and concepts, objectives, competencies for teacher development, developmental process, qualifications of teacher development facilitators, and assessment and evaluation methods. The evaluation results indicate that the overall quality of the developed model is at a very high level, and teachers who participated in the implementation of the model demonstrated significant improvement in all competency areas
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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