Teacher Professional Development Program to Enhance Analytical Thinking Skills in Mathematics for Secondary Schools Students under the Office of Basic Education Commission

Abstract

The purposes of this research were to 1) study the methodology for teacher professional development to enhance analytical thinking skills in mathematics for secondary schools students under the Office of Basic Education Commission, and 2) design the program for teacher professional development in mathematics learning management to enhance analytical thinking skills in secondary schools students under the Office of Basic Education Commission. The data were collected by in-depth interview on the teacher development methods and evaluate its possibility, usefulness, and appropriateness. The interviews were conducted with 7 experts received by purposive sampling. The instruments applied for gathering data were semi-structured interview and evaluation form for evaluating its possibility, usefulness, and appropriateness. The statistics used for analyzing the collected data were mean, and standard deviation. The collected data were analyzed and synthesized by content analysis method.

            The research results were as follow;

1. The appropriate methodology for teacher professional development in mathematics learning management to enhance analytical thinking skills in secondary schools students under the Office of Basic Education Commission were 1) a participatory workshop which enhanced the understanding in teaching process for analytical thinking skills; 2) a following-up by mentoring and coaching process; and 3) a real practices in classroom.
2. The Development of a program for teacher professional development in mathematics learning management to enhance analytical thinking skills in secondary schools students under the Office of Basic Education Commission consisted of 3 phases. Phase 1 creation of knowledge and workshop training consisted of 4 modules - Module 1 Teaching preparation, Module 2 Teaching process, Module 3 Assessment and evaluation, and Module 4 Conclusion and report. Phase 1 consumed 18 hours. Phase 2 coaching and mentoring consumed 36 hours. Phase 3 experiential learning consumed 126 hours. The results of the examination and evaluation of the program by the 7 experts showed that the possibility of the program was at highest level ( = 4.85), and the usefulness of the program was at highest level ( = 4.80) while the appropriateness of the program was at highest level ( = 4.79).