IN-SERVICE TEACHER PROFESSIONAL DEVELOPMENT MODEL FOR REINFORCING COMPETENCES IN ORGANIZING SCIENCE EXPERIENCES FOR PRESCHOOLERS
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Abstract
The purposes of this research were to 1) create the in-service teacher professional development model based on Teacher Inquiry and Knowledge-Building Cycle and Explicit Reflective Approach to reinforce competences in organizing science experiences for preschoolers, and 2) examine the quality of the model. The research was carried out in 2 phases of research and development methodology which were phase 1: developing the initial model and phase 2: the pilot study. Participants were 5 experts and 9 preschool teachers of schools under the Private Education Commission. The data were analyzed by content validity with IOC, reliability, and descriptive analysis.
The research results found that: 1) The model consisted of 5 components: principles, objectives, content, process, and evaluation; the handbook of the model consisted of 3 parts: details of the model components, action plans, and model’s evaluation tools. And 2) the model was appropriate, feasible, and consistent with the needs of teachers in real context (IOC = 1.00) and the handbook was highly appropriate for implementation ( = 2.97).
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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