Developing a Teacher Production Model for School Development of Local Communities

Abstract

The objectives of this study were to: 1) Study the basic information on developing a teacher production model for local community school development. 2) Develop a teacher production model for this purpose. 3) Study the opinions of those involved in the teacher production model. Participants were divided according to the research steps: 1) The population used for studying basic information included 54 individuals involved in the Kru-Rak-Tin project. 2) The population used for developing the model consisted of 14 sub-project researchers. 3) The sample group for studying opinions consisted of 55 randomly selected individuals involved in the Kru-Rak-Tin project. Research tools included: 1) An in-depth interview form for gathering basic information, 2) A form for recording small group meetings, and 3) An opinion evaluation form. Data analysis involved synthesizing content from small group meetings.

      The research found that: 1) The development of a teacher production model should emphasize the collaboration network, the selection process, teacher student identity and enhancement activities, short-term special education courses, community-based research skills, student support systems, and information systems. 2) The developed teacher production model for local community school development is divided into three sectors: the selection process for teacher students, the teacher production process, and the cooperation network of teacher production and development institutes. 3) Opinions on the teacher production model showed the highest level of agreement on the search, screening, selection, preparation processes for becoming teacher students, and the importance of cooperation networks. The findings highlight the significance of visiting the area and obtaining cooperation from local people to develop a curriculum that meets local needs.