DEVELOPMENT OF ACTIVE LEARNING CAPACITY FOR TEACHERS AT SARABURI TOWN MUNICIPAL SCHOOL THROUGH REFLECTIVE COACHING AND MENTORING SUPERVISION
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Abstract
This study was to develop teachers' abilities in active learning management through reflective coaching and mentoring supervision. The study targeted two groups: (1) 30 teachers participating in the training program, and (2) 9 teachers who served as mentors to the groups, along with the researcher. Data were collected using Teacher knowledge survey and the achievement of the competency-based active learning lesson plan on evaluation instruments and designed by the researchers. The results of the study revealed the following: (1) Teachers acquired substantial knowledge of active learning management and demonstrated a highness ability to apply this knowledge in practice ( = 4.63, SD = 0.48), (2) The design of active learning lesson plans involved using real-life situations as problem-based scenarios. Assessment and evaluation were conducted promptly, considering real-world contexts, and provided immediate feedback to support student development. Various methods of measurement and assessment were employed to reflect on the learning outcomes. (3) The achievement of the competency-based active learning lesson plan was rated as high (
= 4.19, SD = 0.17). The implementation of active learning strategies in the classroom led to positive outcomes. Students were able to independently develop conceptual understanding in the subjects they studied, actively participated in the learning process based on their abilities, and took pride in their achievements. Furthermore, the assessment process prioritized learning outcomes over performance achievements. The supervisory process also noted that: the participation of teachers in Professional Learning Communities (PLC) significantly contributed to the development of lesson plans.
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