Collaborative Actions to Enhance Effective Teacher Skills
Notice bibliographique
Résumé
The project of the "Collaborative Actions to Enhance Effective Teacher Skills in Ban Nong Hua Wua School" was one of the research initiatives that aimed at enhancing the professional development of teachers to align with the new educational paradigms of the 21st Century. The project involved practical activities aimed at fostering collaborative efforts toward improving the skills of teachers at Ban Nong Hua Wua School. The present study employed the Participatory Action Research methodology, which is comprised of four iterative phases of Planning, Acting, Observing, and Reflecting. The study was conducted over two cycles, each comprising one semester of an academic year, specifically during the Academic Year of 2022. There are three goals in research: (1) Positive changes would occur following the implementation of the project, both in terms of the teachers’ professional development practices and the enhancement of the teachers’ skills. (2) Learning outcomes, resulting from the project's participatory approach, would be evident at the individual, group, and school levels. (3) The knowledge gained from the practical experience in the context of Ban Nong Hua Wua School should be used as a model for the continuous self-development of teachers in the future. Six teachers participated in the research project and were the target group for development. The study involved three phases of comparison: before the first cycle of practice, after the first cycle of practice, and after the second cycle of practice. The findings were as follows. Firstly, the implementation of the project had resulted in positive changes as expected. The teacher-researchers had demonstrated a higher level of practice and had improved their Teacher Skills. Secondly, the researcher, the teacher team, and the school recognized the importance of the statement: "Teachers and schools must never stop learning, never stop developing themselves, and never stop developing their teaching practices that impact students' learning." Teachers should be learners themselves, and schools should be organizations that promote learning. Teachers should strive to develop themselves to keep pace with the rapidly changing society, especially changes in the field of digital technology. They should utilize the widely available new knowledge found on the internet to benefit their self-development and work. Thirdly, the knowledge, which was gained from collaborative actions, will be used as a model for continuous self-development in the future. This model illustrates the cause-and-effect relationship between the driving forces for change, the factors that hinder change, and the ways to overcome obstacles until successful results are achieved. It is called the "Collaborative Actions to Enhance Effective Teacher Skills in Ban Nong Hua Wua School Model."
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,004 |
| Communication savante | 0,002 | 0,003 |
| Science ouverte | 0,001 | 0,007 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».