Teacher Professional Development in Research Skill of Teacher in Non-Formal Education Center, Lampang, Thailand

Autor/inn/en	Fongkanta, Pongwat; Buakanok, Fisik Sean; Netasit, Ammaret; Kruaphung, Suwannee
Titel	Teacher Professional Development in Research Skill of Teacher in Non-Formal Education Center, Lampang, Thailand
Quelle	In: Journal of Education and Learning, 11 (2022) 1, S.125-131 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Faculty Development; Research Skills; Foreign Countries; Educational Policy; Research Training; Informal Education; Coaching (Performance); Teacher Motivation; Action Research; Measures (Individuals); Teacher Attitudes; Content Analysis; Difficulty Level; Scores; Teacher Workshops; Thailand + Suchen Sie Ihr Suchwort? Forschungsleistung; Ausland; Politics of education; Bildungspolitik; Informelle Bildung; Nichtformale Bildung; Projektforschung; Messdaten; Lehrerverhalten; Inhaltsanalyse; Schwierigkeitsgrad
Abstract	The educational policy will be developing strong human competency in which teachers' research skill was one of most competency standards. This study introduces teachers' research skill development through the Wlodkowski's motivational approach and coaching and to study the teachers' attitude toward action research. This study also examines the struggles and problem of doing action research. Participants included 12 teachers who are in the non-formal education center, Lampang, Thailand. The Wlodkowski's motivational approach and coaching were used to develop teachers' research skill. Data was collected by using the research skill inventory (RSI) and the research attitude toward inventory (RATI) which struggle and problems of doing action research questions. Descriptive statistics were used to analyze teachers' research skill and teachers' attitude toward. Friedman test and Wilcoxon test were conducted to evaluate median differences among the research skills and created pairwise comparisons. Content analysis was used to analyze the struggles and problem of doing action research. Results revealed that in-service teachers' research skills increased in all domains. Teachers' research skill scores after received treatment were significantly greater than the teachers' research skill scores before received treatment, z = -3.07, p = 0.002. The posttest score of teachers' attitudes toward was significantly greater than pretest score, z = -3.08, p = 0.001. Teachers struggled with how to conduct research and who could help them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01