Result of a Learning Management Development in Integrated for Teachers Ethics by Professional Learning Community

Abstract

This research aimed to develop competencies, study the results of the development and study satisfaction with the integrated learning process of teacher professional ethics with the professional learning community process. The participants in this study were fourth-year student teachers who were undertaking their teaching practicum in the 2024 academic year of Kamphaeng Phet Rajabhat University. The research instruments used was a questionnaire. The research results found that 1) The competency development process was effectively implemented in the following aspects: 1)The target group was clearly identified and was able to work collaboratively and in alignment toward shared goals. (2)The implementation timeline was sufficiently flexible, allowing for timely execution of activities and corresponding evaluations. (3)All stakeholders demonstrated a solid understanding of the E-PLC (Ethics - Professional Learning Community) process, ensuring that roles and responsibilities were clearly defined and understood. 4)Challenges related to administrative management, including problems and obstacles encountered during the implementation of E-PLC activities, were addressed and resolved effectively.2) Development Outcomes revealed that student teachers showed in their knowledge and understanding of the E-PLC implementation process before and after the instructional intervention at the .01 level of significance. Behavioral outcomes were observed in two key groups: For school students, improvements were evident in terms of learning behaviors. Students demonstrated better adaptability and collaboration with teachers. They were able to construct new knowledge independently through processes of critical thinking and practical application. Furthermore, they displayed a greater desire to learn and engage with the content. For student teachers, the experience contributed to a marked enhancement in instructional techniques. They developed greater teaching competencies and accumulated valuable teaching experience and skills. In addition, they cultivated the ability to work collaboratively with mentor teachers, school administrators, and peers. They demonstrated improved systematic working processes and effectively integrated technology into their teaching practices. This included the creation of innovative instructional media and educational technologies. Moreover, the student teachers exhibited problem-solving abilities by engaging in team-based consultation, identifying solutions, planning strategically, and addressing challenges appropriately. Notably, they demonstrated innovative practices in promoting teacher professional ethics and showed the capacity to adapt and develop professional ethical standards in response to changing educational contexts. 3) Satisfaction with the integrated learning process of teacher professional ethics with the professional learning community process had an overall satisfaction assessment result at a high level ( = 4.15).