The Development of Mathematics Teacher Competency in Content and Language Integrated Learning Management According to Lesson Study Approach

Main Article Content

จิระพร ชะโน
นิราศ จันทรจิตร
รัฐสาน์ เลาหสุรโยธิน

Abstract

The purpose of this research was 1) to study the performance of mathematics
teachers in management. Learning integrated content and language according to the learning
process. 2) To study teacher competency. 3) to study the mathematics and technology
teachers' competencies, 4) to study the learning achievement of the students who received
the learning management. 5) to study the satisfaction of mathematics teachers on the
development process. The target group consisted of 5 mathematics teachers in the
Northeast region namely Roi Et, Khon Kaen, Mahasarakham, Kalasin, Nakornratchasima. The
quantitative and qualitative research data will be collected from August 2014 to December
2014. The instruments used in this research are: 1) integrated learning plan, 2) A model for
assessing skills in using technology and electronic communication systems; 4) a learning
achievement test; 5) a satisfaction assessment form; The Development Process Data were
analyzed by baseline, frequency, percentage, mean, standard deviation The results of the
research were as follows: 1) Mathematics teacher competencies in learning management
based on the learning process. The teacher conducts a five-step learning package consisting
of: 1) analytical and critical thinking, 2) critical thinking, 3) teaching and criticism, 6) In the
past round, adjusted to develop in the next round by doing 3 rounds to develop their own
teaching 92%. 2) Mathematics competencies in English language. Learn to integrate
mathematics with English. 88%. 3) Competence of mathematics teachers in technology and
information. 4) The learning achievement of students who have been taught the learning
outcomes of post-test were 70%. 5) Satisfaction of mathematics teachers towards
development process accounted for 88 percent.

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References

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