กลยุทธ์การพัฒนาครูด้านการสอนคิดวิเคราะห์ โรงเรียนมัธยมศึกษา สำนักงานเขตพื้นที่การศึกษามัธยมศึกษา เขต 8

Abstract

     The objectives of this study were to: 1) examine teachers’ current needs for teaching development in analytical thinking, 2) examine teachers’ desirable needs, 3) explore the environmental conditions of this teaching, and 4) propose teacher development strategies as such. The population was comprised of 2,683 teachers under the Secondary Educational Service Area Office, 8,335 of whom were selected as subjects based on stratified sampling and accidental sampling. There were two sets of research tools: a questionnaire and a form assessing the feasibility of the proposed strategy. Frequency distribution, percentage, arithmetic mean, standard deviation, Modified Priority Needs Index (PNI) and content analysis were used to analyze the data.

     The findings revealed that the average current need was ranked high ( = 3.88) and the issue of the teaching of analytical thinking was ranked highest ( = 9.3). The average desirable need was ranked high ( = 4.32) and the issue of the teaching of analytical thinking was ranked high ( = 4.35). Based on PNI, the value was at 0.116 and the value of teaching of the relationship of analytical thinking was highest (0.120).

     Regarding teacher development strategies, there were 4 strategies and 16 approaches as follows: 1) teacher training in knowledge related to analytical thinking comprising 5 approaches, 2) teacher training in organizing related activities comprising 4 approaches, 3) teacher training in applying related instructional media, innovations and technology comprising 4 approaches, and 4) teacher training in related assessment comprising 3 approaches.