การศึกษากรอบแนวคิดและสภาพที่พึงประสงค์ของเส้นทางอาชีพครูในประเทศกัมพูชา ตามแนวคิดผลสัมฤทธิ์ทางการเรียนที่แท้จริงของนักเรียน
คำสำคัญ:
Teacher Career Pathway, Authentic Student Achievement, Career progression, Career advancementบทคัดย่อ
The purposes of this study were 1) to examine the conceptual framework of teacher career pathway and authentic student achievement, and 2) to explore the desirable state of the teacher career pathway in Cambodia based on authentic student achievement. A mixed method was utilized. The content analysis and interviews were the research techniques for identifying the conceptual framework of teacher career pathway and the authentic student achievement. The desirable state was explored by using a set of survey questionnaire asked from 491 respondents comprising 40 school administrators and 151 teachers. The findings revealed that the conceptual framework of teacher career pathway was composed of three elements: the teacher position, the subsequent career pathway for each teacher position, and the components of teacher career pathway. The desirable authentic student achievement was found to cover three competencies which are construction of knowledge, disciplined inquiry, and value beyond school.
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