GUIDED ATTERCTING TEACHER PROFESSIONAL COMPETENCY ASSESSMENT ACCORDING TO PROFESSIONAL STANDARDS OF TEACHERS’ COUNCIL OF THAILAND, FACULTY OF ARTS EDUCATION BUNDITPATANASILPA INSTITUTE OF FINE ARTS
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Abstract
This research aimed to: 1) investigate the problems in evaluating teachers' professional competencies in areas of work performance and professional conduct according to the Professional Standards of the Teachers Council of Thailand and 2) study the guidelines for evaluating teachers' professional competency in work performance and professional conduct of student teachers practicing teaching in educational institutions of the Faculty of Fine Arts, Bunditpatanasilpa Institute. The target group consisted of 26 professional competency evaluators. The research instrument was an interview form on problems and guidelines for evaluating teachers' professional competency in work performance and professional conduct according to the Professional Standards of the Teachers Council of Thailand. Qualitative data analysis was conducted using typological analysis by using taxonomy analysis.
The results of the research showed that: 1) problems in evaluating teachers' professional competency in work performance and professional conduct according to the professional standards of the Teachers Council were as follows: (1) the student teaching practice evaluation system was complex. Accessing information involved multiple steps. The evaluation system lacked stability and took considerable time to process results, causing inaccuracies in evaluation. (2) the evaluation criteria and assessment periods were excessive, particularly in evaluating sub-competencies, behavioral indicators, and detailed quality levels, causing confusion in evaluation. And 2) guidelines for evaluating teachers' professional competency in work performance and professional conduct of student teachers practicing teaching in educational institutions were as follows: (1) develop instruction manuals and provide continuous training for using the student evaluation system and reduce access steps to make it more accessible. (2) reduce the evaluation frequency because the current three-evaluation requirement is excessive and causes confusion for those involved, and (3) reduce details of sub-competencies, behavioral indicators, quality criteria, and score proportions to be appropriate and ensuring that the workload covers the indicators and quality criteria with a focus on integration to address more than one sub-competency and behavioral indicator.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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