A Teacher Development in Mathematics Learning Management by Applying the Concept of Professional Learning Community for Secondary Schools

Abstract

The purposes of this research were to 1) develop a teacher development system by applying the concept of professional learning community in mathematics learning management for secondary schools, 2) study results of using teacher development system by applying the concept of professional learning community in mathematics learning management for secondary schools. There were two phases of a research. The first phase was a system design and evaluation. The sample in the first phase were 9 experts. The second phase was the studying of system implementation result. The sample in the second phase were 7 mathematics teachers. The research instruments were evaluation form, questionnaires, interview form and test form. Statistical used for analyzed data were mean and standard deviation. The research findings were as follow; 1) The teacher development system by applying the concept of professional learning community in mathematics learning management for secondary schools worked through 6 subsystems which consisted of 1) student analysis, 2) curriculum analysis, 3) determining the learning objectives, 4) learning activity design, 5) learning management, and 6) measurement and evaluation. The systems were driven by 4 elements of the professional learning community including; 1) creating a shared vision, 2) co-operative learning and development, 3) team collaboration, and 4) exchanging knowledge in working. The system evaluation result revealed that the appropriateness, feasibility, and usefulness were in the highest level. ( x̄ = 4.85, S.D. = 0.44) 2) The implementation results of teacher development system by applying the concept of professional learning community in mathematics learning management for secondary schools found that 1) teachers had knowledge and understanding about mathematical learning management by applying the professional learning community which reflected from their rated after using the systems higher than before using the systems at .05 significant level, and 2) teachers could arrange their mathematics learning by applying the professional learning community concept in the highest level. (x̄= 4.71, S.D. = 0.48)