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Professional Development of Science and Mathematics Teachers through a Facilitative Coaching Process |
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| รหัสดีโอไอ | |
| Creator | Wirin Wansomsakul |
| Title | Professional Development of Science and Mathematics Teachers through a Facilitative Coaching Process |
| Contributor | Sutthikan Tipayakesorn, Peeraphat Gatephan |
| Publisher | Science Education Association (Thailand) |
| Publication Year | 2566 |
| Journal Title | International Journal of Science Education and Teaching (IJSET) |
| Journal Vol. | 2 |
| Journal No. | 1 |
| Page no. | 19-37 |
| Keyword | Professional Development of Science and Mathematics Teachers (PDSMT), Facilitative Coaching Process (FCP), Facilitative Coach (FC) |
| URL Website | https://so07.tci-thaijo.org/index.php/IJSET/index |
| Website title | International Journal of Science Education and Teaching |
| ISSN | 2821-9163 |
| Abstract | This research aimed to clarify the Facilitative Coaching Process (FCP) in the workshop of teacher professional development. The FCP included the need for professional development of teachers, and teaching design of the FCP Science and Mathematics Teacher Professional Development Project. The subjects consist of the becoming a Facilitative Coach (FC) including 36 science and mathematics teachers who were working in the Chiang Mai Primary Educational Service Area Office 4 (CMPESAO 4), and 27 science and mathematics teachers who were working in science and math teachers under the Chiang Mai Primary Educational Service Area Office 1 (CMPESAO 1). The obtained information, then, was used as a database for teaching professional development training. This is one of the policies related to the promotion and development of teachers and educational personnel to provide quality learning management. The research method was carried during the workshop activities that were designed to examine utilizing worksheets on instructional design based on FCP principles and through observation and recording of participants' responses while engaging in the activities. The findings showed that this workshop's training approach assisted in preparing teachers to create lessons that would increase students' enthusiasm for learning and close the age gap between them and their students. Interestingly, the top three areas of professional knowledge that participants sought to develop the most were new information, innovative teaching techniques, and integrated teaching. The CMPESAO1 teachers concentrated on reinforcement strategies, whereas the CMPESAO4 teachers concentrated on using teaching aids. |
