The Implementation of Production Process in Quality Teachers Based on Competency by Integrating Contemplative Education, Mentoring, and Research-Based Learning (CCR) of Rajabhat University, Phase 1
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Abstract
The production process of competent quality teachers is important. The objectives of this
participatory action research were divided into three folds. First, it was to support the implementation and exchange of knowledge between the university and the Rajabhat University network. Secondly, we aimed to synthesize management processes and overall results that accorded teacher production and development at Rajabhat University. Finally, it was to support the policy for communication at the Dean's Council meeting, Rajabhat University President's meeting, and related sectors. The sample size was determined explicitly as a population of a total of 3,390 people. To achieve the set goals, this study used a public issue-driven knowledge series with lesson-learned and assessment forms, a tool for collecting data with three workshops. Then, the data were analyzed through content analysis. Descriptive statistics used in the study were mean and standard deviation in assessment data analysis. The study revealed that a national framework has been implemented and planned according to the model for developing a production system and a competency-based quality teacher in 6 stages: preparation stage, design stage, implementation stage, reflection stage, remediation stage, and report stage. The overall and individual aspects of using the competent quality teacher production
process were moderate. According to the Teachers' Council of Thailand's teaching profession standards 2019, it was shown that competence was at the last level at the intermediate level. For policy support in communication, all sectors had to present processes and results to systematically and
continuously formulate policies and monitor teacher production at Rajabhat University.
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