การประเมินความต้องการจำเป็นในการรับบริการวิชาการทางด้านศาสตร์การสอนแนวใหม่ของครูและบุคลากรทางการศึกษาในภาคเหนือตอนบน

Abstract

The purpose of this study was to assess teachers' and education personnel's academic service needs for a new approach to pedagogical sciences and to determine the academic service practices of the Faculty of Education for a new approach to pedagogical sciences. The study includes 1006 teachers and education personnel from eight provinces in Northern Thailand who were chosen using a stratified random sampling technique, as well as five educational experts. The study gathered data through the distribution of a questionnaire with 57 questions to the chosen teachers and educational personnel, as well as a semi-structured interview with educational experts about academic service initiatives. The descriptive statistics (frequency, percentage, mean, standard deviation) and priority need index (PNImodified) were used to analyze quantitative data, whereas content analysis was used to analyze qualitative data. The study discovered that the PNImodified for teachers and educational personnel is 0.21 on average. When each component of academic service is considered, the study discovered that (1) the PNImodified for increasing learner involvement, utilizing information technology in learning management, and developing learners through learning assessment is 0.22 (2) the PNImodified for social and community phenomenology-based learning and teaching is 0.21 (3) the PNImodified for 21st century learning management is 0.20 (4) the PNImodified for integrating higher order thinking skills is 0.19. Furthermore, the study discovered that the Faculty of Education employs four distinct strategies for providing academic services to teachers and educational personnel in the field of a new pedagogical science: (1) educating teachers and educational personnel about innovative teaching strategies, assisting them in transforming classroom practices, strengthening their ICT skills for organizing teaching and learning, and enhancing their ability to conduct authentic assessments. The study also discovered that the Faculty of Education employs four distinct strategies for providing academic services to teachers and educational personnel in the field of a new pedagogical science: (1) providing teachers and educational personnel with new teaching strategies, assisting them in transforming classroom practices, promoting their ICT skills for organizing learning, and enhancing their ability to conduct authentic assessments (2) proactive organizational management, which entails enhancing institutional branding by highlighting faculty members' expertise (3) workshops with the goal of reorienting teachers' perspectives on teaching and learning, information technology, and authentic assessment (4) a systematic coaching process in which the Faculty of Education monitors, advises, and assists individual teachers and educational personnel.