Development of Professional Learning Community Using Learning Process Based on Contemplative Education to Enhance the Learning Management Competencies of Teachers in Chanthaburi Province

Abstract

The objectives of this research were: 1) to develop a learning process based on the contemplative education for teachers, 2) to investigate the competencies of teachers in learning management through their participation in learning process based on contemplative education, and 3) to promote the professional learning community of teachers through learning process based on contemplative education. The research participants were fifteen teachers from schools in Chanthaburi province in Thailand. The research methodology was action research, collecting data through qualitative methods. The research process consisted of five steps: 1) Review of literature on developing contemplative education learning process for teachers, 2) Development of learning process based on contemplative education, 3) Implementation of learning process with teachers in educational settings, 4) Analysis, refinement, and evaluation of process, and 5) Conclusion and presentation of findings. The findings were as follows: 1) The developed learning process based on contemplative education for teachers integrated the principles of contemplative education, aiming to promote learning and promote a professional learning community of teachers. The process included core activities such as self-understanding development, collaborative learning and development within educational settings, and reflective learning. 2) Teachers’ learning outcomes reflected self-development for demonstrated competencies in learning management, focusing on key aspects such as learning management planning and design, activity organization, learning facilitation, and learning outcome assessment. 3) Characteristics of professional learning community of teachers included friendliness and reflective learning.