The effects of a PLC model using lesson study with mentoring to develop assistant teachers’ competency in active learning management for fostering students’ creative innovation ability
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Abstract
This research aimed to 1) develop and evaluate the quality of a professional learning community model integrating lesson study and coaching and mentoring to enhance assistant teachers’ competency in active learning management that fosters students’ creative innovation ability; 2) examine assistant teachers’ competency in active learning management; 3) investigate students’ creative innovation ability; and 4) explore professional learning community members’ opinions on the professional learning community model. The research sample included six assistant teachers, six mentor teachers, three educational supervisors, four school administrators, and seventy-six students from six classrooms. The study was conducted during the second semester of the academic year 2024. Statistics used for data analysis included mean, standard deviation, and content analysis. The findings revealed that 1) the professional learning community model consisted of six components: principles, objectives, process, evaluation, implementation conditions, and supporting factors. Specifically, the process component involves a four-step cycle, highlighting a lesson study method that integrates five sub-steps: analyzing and arranging, instructional design, teaching and observation, reflection, and refinement. The model’s overall quality was rated at the highest level (M = 4.79, SD = 0.15). 2) Assistant teachers showed improvement in three areas: knowledge and understanding of active learning management was higher than before (M = 4.17, SD = 0.41), development of instructional design ability was at the highest level (M = 3.49, SD = 0.38), and development of learning management ability was at the highest level (M = 3.36, SD = 0.34). 3) Students’ creative innovation ability was also rated at a high level (M = 2.62, SD = 0.19). 4) The professional learning community members’ opinions indicated that the model was effective and beneficial for professional development.
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