scholarly journals Elements of the teacher development system in learning management according to the concept of Education 4.0

2021 ◽  
Vol 1 (1) ◽  
pp. 22-27
Author(s):  
Jedsada Janpleng ◽  
Karn Ruangmontri
Keyword(s):  
Secondary Schools ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Basic Education ◽  
System Component ◽  
Development System ◽  
Education Commission ◽  
Learning Management

The purpose of this study was to study the elements of the teacher development system in learning management according to the concept of Education 4.0 with a professional learning community process in secondary schools under the Office of the Basic Education Commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. The sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, which is a 5-level rating scale. System Components Teacher development in learning management According to the educational model 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, there are 4 main components, 13 subcomponents, namely; 1) The inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) The process consists of (1) Identifying challenging problems, (2) Concept finding stage, (3) Planning and development stage, (4) Testing and evaluation stage, (5) Presenting results to society. 3) Productivity consists of (1) Teachers have knowledge and understanding of learning management, (2) Teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. And, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components..

scholarly journals Active Learning and Teacher Training: Lesson Study and Professional Learning Communities

2017 ◽  
Vol 8 ◽  
Author(s):  
Kyoko Ishii
Keyword(s):  
Teacher Training ◽  
Active Learning ◽  
Education Reform ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Lesson Study ◽  
The University

Active learning is an innovation of teaching and learning and strongly connected to teacher education reform. A teacher’s role in a knowledge-based society is being shifted from a knowledge teller to a facilitator. It is diï¬cult to shift a teacher’s perspective from “how to teach” to “how students learn.” However, through a collaborative lesson study, teachers can discuss students’ learning in a classroom. The university can function as a facilitator to cultivate a professional learning community. This paper discusses the practice of active learning in teacher training at the University of Fukui in Japan. The faculty provides active learning for prospective teachers to engage collaboratively in scientific inquiry using physics by inquiry. Based on the viewpoint that teacher development is a continuous, lifelong process, and the teacher is a reï¬ective practitioner, teacher training should also be an active, lifelong endeavor. Moreover, the system and structure of the lesson study and collaborative reï¬ection promote a professional learning community. Both pre-service and in-service teachers develop pedagogical content knowledge through repeated practice and reï¬ection.

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 Strategieë om die implementering van die Suid-Afrikaanse professionele leergemeenskapmodel te bevorder

2014 ◽  
Vol 33 (1) ◽  
Author(s):  
Christina J. Van Staden ◽  
Elsa Mentz
Keyword(s):  
Professional Learning Communities ◽  
Education Reform ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Community Model ◽  
Planning Framework ◽  
Implementation Problems

The Integrated Strategic Planning Framework for Teacher Training and Development in South Africa 2011–2025 requires that subject-related professional learning communities should be established widely between 2011 and 2017. However, only some of the District Teacher Development Centres that are intended to provide meeting places need to be up and running by 2025. The gap between policy and implementation can impede or even prevent the establishment of professional learning communities. Three implementation problems were identified that could catapult the professional learning community model into the infamous education reform cycle, and strategies are proposed for a smooth implementation. It is proposed that a coordinated strategy be followed to prevent the South African professional learning community model falling prey to the reform cycle.

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