TEACHER DEVELOPMENT BASED ON THE CONCEPT OF PROFESSIONAL LEARNING COMMUNITY TO PROMOTE THE KNOWLEDGE MANAMENT ABOUT SCIENTIFIC COMPETENCIES OF TEACHERS
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Abstract
This study aims to investigate the results of teacher development based on the professional learning communities approach to promote learning management competencies that emphasize the science competencies of teachers. This study is an in-depth study of a small group and carried out a mixed-methods research. The target group of the study was 12 science teachers in primary and secondary schools in Surat Thani and Chumphon provinces. Research instruments include: lesson plan, semi-structured interview form, class observation form, recording form of Professional Learning Community process reflections and indicated- behavior assessment in science learning management competency according to the PISA assessment framework. The main evidence from the research findings was derived from the investigation of qualitative data, supplemented by quantitative data analysis. The results indicated that science teachers initially had a low level of competence in designing and managing learning activities that emphasize scientific competencies, classified as Level 1, which focuses on solving problems using familiar methods. It offers straightforward reasoning that is in line with level 2 of the six degrees of scientific competency. However, it is indicated that the use of Professional Learning Community approach is moving science teacher learning management competencies in a proper way. This is because teachers were increasingly participating in discussions and reflections on learning issues in science classes. They also indicated connections between the core content, key concepts, skills and competencies of science according to the PISA assessment framework to their classroom context. Therefore, it would be recommended that teaching professional development organizations support teachers in pushing science learning upward that encourage students to practice problem-solving in complex situations. It may be a problem in an unfamiliar context that results in students being able to develop their full potential.
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