GUIDELINES FOR CREATING A LEARNING ECOSYSTEM FOR TEACHERS THROUGH THE PROCESS OF LEARNING COMMUNITIES (PLC) OF SMALL SCHOOLS IN SPECIAL AREAS

Abstract

          This research aimed to study the conditions and guidelines for strengthening the learning ecosystem of teachers through the professional learning community (PLC) process in small schools located in special areas. The study was conducted with administrators and teachers at Ban Na Faek School, Nakhon Thai District, Phitsanulok Province, by purposively selecting six participants. Data collection was done through interview with teachers and school administrators, together with a workshop. The research results found that 1. The learning ecosystem of teachers in small schools located in special areas, across all five domains, showed that teachers should be encouraged to develop their skills and potential to keep pace with educational changes. They should collaboratively design the curriculum content that is appropriate for learners and community conditions, reflect on problems and the need for ecosystem development based on real issues, and enhance their technological skill to support their work. 2. The results of the study on the guidelines for strengthening the learning ecosystem of teachers through the learning community process (PLC) of small schools in special areas, across all five domains, indicated the need to stimulate and create teacher’s understanding of the school’s vision for development. Participation should be strengthened by forming groups between teachers and administrators to propose solutions or make decisions on various matters together. Information and teaching and learning practices should be exchanged among teachers within the school to find appropriate techniques and methods for students, improve operational efficiency, and encourage teachers to be leaders of projects or activities related to teaching and learning development both within and beyond outside the school.