Private school teacher development model based on the concepts of tpack and productive pedagogies

Abstract

The objectives of this research is to 1) study conceptual frameworks of teacher development, TPACK, and productive pedagogies. 2) study the current and desirable states of private school teacher development model based on the concepts of TPACK and productive pedagogies. And 3) develop a private school teacher development model based on the concepts of TPACK and productive pedagogies. This research applied multiphase mixed methods design. The population was 3,776 schools under the office of private education commission and the sample were 163 schools chosen through multi-stages random sampling method based on geographical locations, urban and rural areas, and school size. The informants were 163 school administrators and 163 out of field teachers, the total of 326 people. The research instruments used were conceptual framework evaluation form, current and desirable characteristics questionnaire, evaluation form to testify the feasibility and appropriateness of the model, and expert group conversation. Percentage, frequency, mean, standard deviation and PNI modified were used for data analysis.

The research results were as follows: 1) The conceptual framework of teacher development was consisted of 3 main models and 9 sub models while teacher’s knowledge consisted of components of TPACK and productive pedagogies of 4 dimensions and 22 items. 2) The overall status of private school teacher development model based on the concepts of TPACK and productive pedagogies was at a high level; the overall desirable status was at high level as well, the main models that had highest current and desirable states were transmission model, followed by transitional model, and transformative model. The priority needs index analysis of private school teacher development model based on the concept of TPACK and productive pedagogies showed that action research model had highest priority needs, followed by transformative model, community of practice model, and coaching and mentoring model 3) The model developed was “TPACK & Productive Pedagogies Transformative Model” which consisted of 4 components as follows: (1) Teacher development emphasizes on transitional models and transformative models. (2) Development of TPACK, there are technological pedagogical content knowledge, technological pedagogical Knowledge, technological content knowledge, and pedagogical content knowledge. (3) Development of Productive pedagogies with 2 dimensions and 6 items: intellectual quality dimension items consisted of metalanguage, deep knowledge, knowledge problematic, and supportive classroom environment items consisted of self-regulation, engagement, and student control. Lastly, (4) Elevation of Student’s Academic Achievement.