Developing a Training Curriculum Using Professional Learning Community for Enhancing Teachers’ Learning Management Skills to Promote Students’ Creativity and Innovation Ability: A Case Study of Thai Teachers

Abstract

Thai primary school teachers must be developed learning management skills for promoting students’ creativity and innovation ability. This study developed a training curriculum to enhance teachers’ learning management skills to promote students’ creativity and innovation ability from using the professional learning community method and a training cycle “plan”, “do”, “check”, and “reflect”. There consisted three units of training curriculum, and the analytic scoring rubrics were used for collecting data. The results were (1) teachers’ learning management skills were higher after implementing the curriculum at a statistical significance level of .01, and (2) students’ creativity and innovation ability was higher after implementing the curriculum at the statistical significance level of .01.

Contextual factors and virtual professional learning communities in Maldivian schools

“…As the institution’s growth and development are aligned with individual teachers’ performance, their professional practices, deficiencies in pedagogies and curriculum implementation issues should be continuously kept under the radar (Rizwan, 2019). According to Pathol (2022), the teaching practices in schools are rooted in the quality and competency of teachers, which can be enhanced through their professional development. From the preceding discussion, it is evident that clear, careful and systematic nationwide policies on school and PD program inspections are imperative for tracking loopholes, suggesting appropriate solutions and evaluating school progress (Rahman et al ., 2022).…”

“…As per Harteis (2022), theoretical research provides a taxonomy of practices that exposes the positive and negative aspects of vPLC dimensions. In addition, it allows teachers to compare the theory with their practices and education policies to critically reflect on them (Patphol, 2022). Similarly, the evolving nature of technology and the cultural sensitivity of vPLC raise the demand to explore the concept in the Maldivian context from different aspects and provide a comprehensive understanding of informed educational transformation (Ministry of Education, 2019) (see Figure 1).…”

“…School-based professional development (SBPD) was introduced in the Maldives in 2015 and can be regarded under the umbrella of the PLC concept, considering the common principles in the framework (Rizwan, 2019). PLCs are vital for enhancing competency through the diverse networking of teachers, cut-across grades and subjects (Patphol, 2022). The Maldives, too, have put great effort into establishing SBPD, where PD coordinators are trained in schools with numerous leadership roles in planning, conducting PD and guiding teachers (Rizwan, 2019).…”

Curriculum Management in Improving the Quality of Graduates in Thai Pesantren

“…Formative evaluation is an assessment aimed at determining the progress of the implementation of an educational program, while assessment is carried out at the end of the implementation of an educational program. Classroom learning evaluations are conducted to determine the extent of the progress of the discoveries that students have made (Patphol, 2022). Learning evaluation is conducted at Ma'had Al-bittsat Addiniyah Yala on students in the form of written exams and oral exams.…”

Unlocking Potential: Rethinking MBKM Curriculum Reformation with Constrained Resources in Arabic Education Study Program

“…11 Students will receive extensive training in professional skills and character development as a result of the implementation of a well-designed curriculum. 12 Nevertheless, this policy breakthrough of the Minister of Education and Culture should be said to be an extreme reform. Some doubts arose in the minds of academics, especially related to; 1) internship and student exchange mechanisms with different quality of human resources, geographical conditions, and economy; 2) mechanisms for cooperation practices with various parties from the academic, industry, and community fields; and 3) the mechanism of the institutional quality assurance system with new accreditation rules.…”