The Development Guidelines for Primary School Teachers on Organizing Student-Centered Learning

Abstract

          The objectives of this research were 1) to study the current conditions and the desirable conditions of the development of primary school teachers on organizing student-centered learning; 2) to develop guidelines of primary school teacher development on organizing student-centered learning. The research was divided into 2 phases. Phase 1 dealt with the study of the current conditions and the desirable conditions of primary school teacher development on organizing student-centered learning. Phase 2 dealt with the development guidelines for primary school teachers on organizing student-centered learning. The population in Phase 1 consisted of 1,763 teachers from 193 schools under Yasothon Educational Service Area 1 Office. The sample comprised 313 teachers from schools under Yasothon Primary Education Service Area Office 1 in the academic year 2016. In Phase 2, the sample comprised 2 schools with the best practice and 5 experts to assess the guidelines. The instruments for data collection comprised a questionnaire, an Interview form and an evaluation form. The statistics employed in the data analysis comprised percentage, the mean, standard deviation, and the priority need index technique (PNI_Modified) was used in the need sorting analysis.

           The results of the research were as follows:

1. Regarding the current conditions and the desirable conditions of the development of primary school teachers on organizing student-centered learning, it was found that the current conditions of the development of primary school teachers on organizing student-centered learning, as a whole, were at a high level. Ranked in descending order, the aspects are: using and development of media / technology innovation in organizing learning; design of organizing learning; learning measurement and evaluation; organizing various learning processes; and creating and developing the curriculum, respectively. Regarding the desirable conditions of the development of primary school teachers on organizing student-centered learning, as a whole, they were at a high level. Ranked in descending order, the aspects are: organizing various learning processes (PNI_Modified = 0.21); creating and developing the curriculum (PNI_Modified = 0.17); design of organizing learning; (PNI_Modified = 0.13); using and development of media / technology innovation in organizing learning (PNI_Modified = 0.11); and learning measurement and evaluation (PNI_Modified = 0.09), respectively.


2. The guidelines of primary school teacher development on organizing student-centered learning were operated on 5 aspects: creating and developing the curriculum; design of organizing learning; organizing various learning processes; using and development of media / technology innovation in organizing learning; and learning measurement and evaluation. The result of the evaluation on the guidelines of primary school teacher development on organizing student-centered learning revealed that the suitability was at a high level.