PRELIMINARY STUDY ON ADMINISTRATIVE MODEL OF PROFESSIONAL LEARNING COMMUNITY TO DEVELOP THAI LANGUAGE TEACHING CAPACITY OF PRIMARY SCHOOL TEACHERS IN THREE SOUTHERN BORDER PROVINCES

2017 ◽  
Vol 3 (1) ◽  
pp. 698-711
Author(s):  
Sutiporn Khanom ◽  
◽  
Ratana Daungkaew, ◽  
Sungworn Ngudgratoke ◽  
Wanna Numun ◽  
...  
Keyword(s):  
Primary School ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Thai Language ◽  
Southern Border ◽  
Preliminary Study ◽  
Administrative Model

scholarly journals Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning

Teachers Work ◽  
2015 ◽  
Vol 12 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Margaret Clare Kitchen ◽  
Maree Jeurissen ◽  
Susan Gray
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Reading Attitudes ◽  
First Year ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Affecting ◽  
Speakers Of Other Languages ◽  
Teacher Professional ◽  
Professional Reading

Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.

scholarly journals Developing a school based model for optimising the professional development of Canadian primary school teachers

2012 ◽  
Vol 2 (4) ◽  
pp. 25
Author(s):  
Jonathan William Pitt ◽  
Hettie van der Merwe
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Learning Community ◽  
Teacher Development ◽  
School Principal ◽  
School Teachers ◽  
Primary School Teachers ◽  
Achievement Data ◽  
School Based

The purpose of this study was to develop a school based model for optimizing the professional development of Canadian primary school teachers. This study focused on the role of the school principal in teacher development and improving learner achievement data. This study utilised a literature review covering a comprehensive review of existing models of teacher development, the school as a professional learning community and the role of the school principal. The empirical investigation was based on a mixed methods approach using a quantitative questionnaire with a sample of 145 out of a possible 200 (representing a 73% return rate) and twenty (10 school principals & 10 teachers) qualitative semi-structured in-depth individual interviews to gather data from both a teacher group and a school management group from a teacher education faculty at a local university and a selected English Public school district in Canada in the province of Ontario.

scholarly journals Teachers’ Learning and Innovation Skills Development: Challenge and Changing based on Professional Learning Community

2015 ◽  
Vol 11 (27) ◽  
pp. 115
Author(s):  
Adul Paison ◽  
Chowalit Chucampang ◽  
Aperadee Jansang
Keyword(s):  
Standard Deviation ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Development Program ◽  
Language Teachers ◽  
Sample Group ◽  
Thai Language ◽  
Grade 3

<p>This study was aims to investigate the effects of teacher development program based on Professional Learning Community (PLC) on teachers’ learning and innovation skills. The sample group for implementing the program was 10 Thai language teachers in grade 3. The instruments consisted of the observation form, and the performance assessment form. Mean and standard deviation were used to describe the data. The results of this study found that the sample group was conduct the learning and innovation skills at highest level and the innovation of sample groups were the innovation to promote learning and innovation skills at highest level, mean 4.90 and standard deviation 0.02.</p>

scholarly journals By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

2019 ◽  
Vol 50 (3) ◽  
pp. 1260-1274 ◽  
Author(s):  
Michael Stevenson ◽  
Matt Bower ◽  
Garry Falloon ◽  
Anne Forbes ◽  
Maria Hatzigianni
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Ecologies

scholarly journals IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITY AMONG TEACHERS IN MALAYSIA

2020 ◽  
Vol 5 (34) ◽  
pp. 137-146
Author(s):  
Mohd Aizat Abu Hassan ◽  
Kamarudin Musa ◽  
Zahari Hashim ◽  
Nurul Fadly Habidin
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Moderate Level ◽  
School Teachers

This study conducted to identify the level of implementation of the Professional Learning Community (PLC) among teachers in Malaysia. Respondents of the study consisted of 419 randomly selected school teachers. Overall, the professional learning community among teachers in Malaysia is still at a moderate level. This finding will help the relevant parties to find solutions to help improve the level of implementation of Professional Learning Communities among teachers in Malaysia.

scholarly journals Preliminary study on the awareness of the SDGs in future primary school teachers

2020 ◽  
Author(s):  
Ana Mercedes Vernia-Carrasco ◽  
Victoria Pastor-Fuentes ◽  
Miguel A. López-Navarro
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
School Teacher ◽  
Economic Behavior ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Subject ◽  
Preliminary Study ◽  
Definition Of

This preliminary study has been carried out with the objective of knowing the sensitivity and implication of future primary school teachers regarding the 17 Sustainable Development Goals. The questionnaire used was translated from the work of Niklas Gericke et al. (2018), some questions elaborated on the basis of UNESCO's definition of sustainable development, aimed at knowing the awareness that people show towards sustainability. In the proposal of these authors, knowledge, attitudes and environmental, social and economic behavior were measured. In our study, whose representative sample has been 3rd grade students in primary school teacher, of the Jaume I University, the same parameters have been used. The results we found were positive to the extent that we showed that the sample has an acceptable knowledge, as well as an implication and responsibility on the subject. As conclusions, we can highlight the need to include the subject in teacher training, with the aim of improving, not only awareness and responsibility in the climatic situation, but also in people's quality of life, the use of Material resources in addition to promoting educational, social and personal values, as a way of prevention and positive actions connected with the 17 SDGs.

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