THE CONSTRUCTION AND DEVELOPMENT OF PROFESSIONAL LEARNING COMMUNITY NETWORK THROUGH CONTEMPLATIVE EDUCATION LEARNING PROCESS IN SMALL-SIZED SCHOOLS IN UDON THANI PROVINCE

Abstract

This research aimed to establish and develop a professional learning community (PLC) network through contemplative education learning processes in small schools within Udon Thani Province. Employing an action research methodology, the study was conducted across three cycles, each consisting of four sequential phases: planning, acting, observing, and reflecting. The target group comprised 60 small-school teachers selected through purposive sampling. The research instrument used in this study was a training package based on the contemplative education approach. Qualitative data collection methods included: 1) in-depth, semi-structured interviews conducted prior to and following the learning exchange forums; 2) participatory observation during the learning processes; 3) experiential extraction from group processes; and 4) focus group discussions organized during the monitoring phase and the final stage of the research. The collected data were analyzed using inductive analysis, with a primary focus on thematic analysis.

The findings revealed that the establishment and development of the PLC network involved five key stages: 1) creating learning spaces for network members to connect; 2) designing processes for hands-on learning exchange forums; 3) facilitating continuous communication channels outside the formal forums; 4) forming school-based networks; and 5) fostering the emergence of the "Transformative Teachers through Contemplative Education" network. Consequently, this systematic process successfully triggered positive transformations in teachers' learning and collaboration, enabling the tangible development of the professional network.