DEVELOPMENT OF AN ACTIVITY MODEL FOR TEACHER DEVELOPMENT DURING THE INDUCTION PHASE UNDER THE TEACHER PRODUCTION FOR LOCAL DEVELOPMENT PROJECT IN THE UPPER CENTRAL REGION OF THAILAND
Keywords:
Teacher Development, Induction Phase, Teacher Production for Local Development Project, Activity Model DevelopmentAbstract
This mixed methods research aimed to (1) develop an activity model for teacher development during the induction phase under the Teacher Production for Local Development Project in the upper central region of Thailand, (2) evaluate the developed activity model for teacher development during the induction phase under the Teacher Production for Local Development Project in the upper central region of Thailand, and (3) synthesize recommendations for improving the activity model for teacher development during the induction phase under the Teacher Production for Local Development Project in the upper central region of Thailand. The research was conducted in three phases corresponding to the research objectives. Phase 1 involved developing the activity model through document synthesis and a focus group discussion with 7 experts. Phase 2 involved evaluating the activity model with a target group of 120 novice teachers participating in the program (60 first-year and 60 second-year teachers) using an opinion questionnaire; data were analyzed using means and standard deviations. Phase 3 involved synthesizing recommendations through content analysis of open-ended responses and reflection notes. Data were collected from 17–20 December 2024 at Valaya Alongkorn Rajabhat University under the Royal Patronage.
The results revealed that:
(1) The developed activity model consisted of four key components: professional awareness, instructional competency development, professional learning community (PLC) and reflective practice, and continuous professional growth, with eight core activities covering competency-based instruction, board game innovation for active learning, educational technology and AI integration, graphic organizer strategies, classroom action research, inclusive education, and preparation for performance appraisal (PA).
(2) The overall appropriateness of the activity model was rated at a high level (mean = 4.39, S.D. = 0.52), indicating suitability in terms of content, learning process, and practical applicability in real school contexts.
(3) The synthesized recommendations suggested improvements in time management and activity structure, reduction of session density, extension of collaborative learning opportunities among schools, and additional topics relevant to real teaching practices. Moreover, it was proposed that a post-training support system should be established through mentoring and online professional learning communities.
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