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.
Keyword : creativity, innovation, learning management, training curriculum
How to Cite
Patphol, M. (2022). 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. Creativity Studies, 15(1), 199–216. https://doi.org/10.3846/cs.2022.13278
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Leighton, J. P., & Gierl, M. J. (2011). The learning sciences in educational assessment: The role of cognitive models. Cambridge University Press. https://doi.org/10.1017/CBO9780511996276
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Reichstetter, R. (2006). Defining a professional learning community: A literature review. https://www.rider.edu/sites/default/files/files/tlc-DefiningPLC_LitReview.pdf
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Tan, O.-S., & Seng, A. S.-H. (2007). Cognitive modifiability in learning and assessment: International perspectives. Cengage Learning Asia Pte. Ltd.
Thompson, S. C., Gregg, L., & Niska, J. M. (2004). Professional learning communities, leadership, and student learning. Research in Middle Level Education, 28(1), 1–15. https://doi.org/10.1080/19404476.2004.11658173
Toheri, T., Winarso, W., & Haqq, A. A. (2020). Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning. European Journal of Educational Research, 9(2), 877–887. https://doi.org/10.12973/eu-jer.9.2.877
Torrance, E. P. (1977). Creativity in the classroom: What research says to the teacher. National Education Association.
Williams, F. E. (1969). Models for encouraging creativity in the classroom by integrating cognitive-affective behaviors. Educational Technology, 9(12), 7–13.
Aglazor, G. (2017). The role of teaching practice in teacher education programmes: Designing framework for best practice. Global Journal of Educational Research, 16, 101–110. https://doi.org/10.4314/gjedr.v16i2.4
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2000). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. Longman.
Australian Government: Department of Education, Employment and Workplace Relations. (2009). Developing innovation skills: A guide for trainers and assessors to foster the innovation skills of learners through professional practice. Innovation & Business Skills Australia Ltd.
Battista, M. T. (2012). Cognition-based assessment and teaching of geometric measurement: Building on student’s reasoning. Heinemann.
Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities. General Teaching Council for England; National College for School Leadership; Department for Education and Skills. Research Report RR637. http://effect.tka.hu/documents/OtherLibraryElements/Creating-and-Sustaining-Effective-Professional-Learning-Communities-Extracto.pdf
Caine, G., & Nummela Caine, R. (2000). The learning community as a foundation for developing teacher leaders. NASSP Bulletin, 84(616), 7–14. https://doi.org/10.1177/019263650008461603
Conradty, C., & Bogner, F. X. (2020). STEAM teaching professional development works: Effects on students’ creativity and motivation. Smart Learning Environments, 7(26). https://doi.org/10.1186/s40561-020-00132-9
Conradty, C., Sotiriou, S. A., & Bogner, F. X. (2020). How creativity in STEAM modules intervenes with self-efficacy and motivation. Education Sciences, 10(3). https://doi.org/10.3390/educsci10030070
Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference, Services, Review, 32(2), 141–148. https://doi.org/10.1108/00907320410537658
Dishke Hondzel, C. (2013). Fostering creativity: Ontario teachers’ perceptions, strategies, and experiences [PhD/Doctoral Thesis, The University of Western Ontario]. London/Ontario, Canada. https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2533&context=etd
DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.
DuFour, R., DuFour, R., Eaker, R., & Many, Th. (2006). Learning by doing: A handbook for professional learning communities at work. Solution Tree Press.
Feger, S., Arruda, E., Pringle, R., & Briggs, D. (2008). Professional learning communities: Key themes from the literature. The Education Alliance, Brown University.
Gall, J. P., Gall, M. D., & Borg, W. R. (2004). Applying educational research: A practical guide. Pearson.
Giesen, J. (2004). Constructivism: A holistic approach to teaching and learning. Yumpu. https://www.yumpu.com/en/document/read/18320064/constructivism-a-holistic-approach-to-teaching-and-learning
Good, Th. L., & Brophy, J. E. (1994). Looking in classrooms. Harper Collins.
Guilford, J. P. (1988). Some changes in the structure-of-intellect model. Educational and Psychological Measurement, 48(1), 1–4. https://doi.org/10.1177/001316448804800102
Hammershøj, L. G. (2021). Creativity in children as play and humour: Indicators of affective processes of creativity. Thinking Skills and Creativity, 39. https://doi.org/10.1016/j.tsc.2020.100784
Hodges, J. R. (2007). Cognitive assessment for clinicians. Oxford University Press.
Hord, Sh. M. (1997). Professional learning communities: What are they and why are they important? Issues… about Change, 6(1), 1–8.
Ibok, E. E. (2020). The effect of teacher motivation on students’ performance in biology in calabar municipality. SSRN. https://doi.org/10.2139/ssrn.3530543
Institute of Education Sciences; National Science Foundation. (2013). Common guidelines for education research and development. A Report. https://ies.ed.gov/pdf/CommonGuidelines.pdf
k12education.gatesfoundation.org. (2019). Education research and development: Learning from the field. http://k12education.gatesfoundation.org/index.php?pdf-file=1&filename=wp-content/uploads/2019/03/Education-RD-RFI-Synthesis-Report.pdf
Kaldi, S., & Pyrgiotakis, G. (2009). Student teachers’ reflections of teaching during school teaching practice. The International Journal of Learning, 16(9), 185–196. https://doi.org/10.18848/1447-9494/CGP/v16i09/46599
Kaplan, D. E. (2019). Creativity in education: Teaching for creativity development. Psychology, 10, 140–147. https://doi.org/10.4236/psych.2019.102012
Koper, R. (2006). Current research in learning design. Educational Technology and Society, 9(1), 13–22.
Kupers, E., Lehmann-Wermser, A., McPherson, G., & Geert, van P. (2018). Children’s creativity: A theoretical framework and systematic review. Review of Educational Research, 89(1), 93–124. https://doi.org/10.3102/0034654318815707
Leighton, J. P., & Gierl, M. J. (2011). The learning sciences in educational assessment: The role of cognitive models. Cambridge University Press. https://doi.org/10.1017/CBO9780511996276
Lin, Y.-S. (2011). Fostering creativity through education – a conceptual framework of creative pedagogy. Creative Education, 2(3), 149–155. https://doi.org/10.4236/ce.2011.23021
Mahgoub, Y. M., & Elyas, S. A. (2014). Development of teacher performance and its impact on enhancing on the quality of the educational process. Pensee Journal, 76(2), 169–179.
McGinn, A. (2007). Senior high school education in the 21st century. The Educational Forum, 71(4), 331–344. https://doi.org/10.1080/00131720709335023
Mitchell, C., & Sackney, L. (2006). Building schools, building people: The school principal’s role in leading a learning community. Journal of School Leadership, 16(5), 627–640. https://doi.org/10.1177/105268460601600512
Narayanan, S. (2017). A study on the relationship between creativity and innovation in teaching and learning methods towards students academic performance at private higher education institution, Malaysia. International Journal of Academic Research in Business and Social Sciences, 7(4), Special Issue – The 4th International Conference on Educational Research and Practice 2017. https://doi.org/10.6007/IJARBSS/v7-i14/3647
Officium et Educationi Elementariae Prodest Commission. (2016). Education basic management statistics. http://bet.obec.go.th/index/?cat=23&paged=3
Partnership for 21st Century Skills. (2009). Professional development: A 21st century skills implementation guide. Partnership for 21st Century Skills.
Piaget, J. (1929). The child’s conception of the world. Routledge & Kegan Paul Ltd.
Protheroe, N. (2008). Developing your school as a professional learning community. NAESP Research Roundup.
Regalis Societatis Officium. (2018). Dictionary ex verbis educational. Aroonprinting.
Reichstetter, R. (2006). Defining a professional learning community: A literature review. https://www.rider.edu/sites/default/files/files/tlc-DefiningPLC_LitReview.pdf
Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9), 1623–1640. https://doi.org/10.1177/016146810310500906
Ritter, S. M., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students’ creative thinking skills by means of a one-year creativity training program. PLoS ONE, 15(3). https://doi.org/10.1371/journal.pone.0229773
Rosen, Y., Stoeffler, K., & Simmering, V. (2020). Imagine: Design for creative thinking, learning, and assessment in schools. Journal of Intelligence, 8(2), 16. https://doi.org/10.3390/jintelligence8020016
Scharmer, C. O. (2016). Theory U: Leading from the future as it emerges. Berrett–Koehler Publishers, Inc.
Seashore Louis, K., & Kruse, Sh. D. (1995). Professionalism and community: Perspectives on reforming urban schools. Corwin Press, Inc.
Sims, R. (2006). Beyond instructional design: Making learning design a reality. Journal of Learning Design, 1(2). https://doi.org/10.5204/jld.v1i2.11
Sjøberg, S. (2010). Constructivism and learning. In P. Peterson, E. Baker, & B. McGaw (Eds.-in-Chief). International Encyclopedia of Education, Vol. 5 (pp. 485–490). Elsevier/Academic Press. https://doi.org/10.1016/B978-0-08-044894-7.00467-X
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Education Change, 7, 221–258. https://doi.org/10.1007/s10833-006-0001-8
Tan, O.-S., & Seng, A. S.-H. (2007). Cognitive modifiability in learning and assessment: International perspectives. Cengage Learning Asia Pte. Ltd.
Thompson, S. C., Gregg, L., & Niska, J. M. (2004). Professional learning communities, leadership, and student learning. Research in Middle Level Education, 28(1), 1–15. https://doi.org/10.1080/19404476.2004.11658173
Toheri, T., Winarso, W., & Haqq, A. A. (2020). Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning. European Journal of Educational Research, 9(2), 877–887. https://doi.org/10.12973/eu-jer.9.2.877
Torrance, E. P. (1977). Creativity in the classroom: What research says to the teacher. National Education Association.
Williams, F. E. (1969). Models for encouraging creativity in the classroom by integrating cognitive-affective behaviors. Educational Technology, 9(12), 7–13.