การพัฒนากระบวนการนําครูใหม่เข้าสู่วิชาชีพโดยใช้แนวคิดการพัฒนาบทเรียนร่วมกันเป็นฐาน ร่วมกับการเป็นพี่เลี้ยงเพื่อเสริมสร้างความสามารถในการออกแบบการเรียนการสอน

Abstract

     This research aimed to develop the induction process based on lesson study
approach with mentoring and investigated results from implementing the developed
induction process on novice teachers. The case studies include eight primary and
secondary teachers who did not graduate from any educational program. Participants
were selected through a purposive sampling method. The quantitative data collection
instruments included: lesson plan evaluation form, teaching evaluation form, and
analyzing and redesigning lesson plan evaluation form. The qualitative data has been
collected from participants’ interviews, classroom observations, participants’ reflections
and observation sharing. The statistics used in the data analysis include percentage,
mean, and content analysis.
     The research findings suggested that the developed induction process was
composed of three steps which were; Step (1) team-building and goal-setting, Step (2)
in - class instructional design learning, and Step (3) professional sharing and learning in
instruction as well as instructional design. This developed induction process enhanced
novice teachers’ ability in designing instruction continuously, in designing learning activities that make their students achieve the learning objectives and more engage in classrooms activities, in selecting teaching materials that suit their students’ learning, in designing different assessment and evaluation methods including classroom management that facilitates teaching instruction.