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The objectives of this study were to: 1. study the existing situations of small-sized school teachers on STEM Education, 2. identify factors and conditions that effected to small-sized school teachers on STEM Education, and 3. propose strategies for teachers competency development on STEM Education in small-sized schools. Mixed methods were employed in data gathering: in-depth interviewing, observation and verifying the strategies for teachers competency development on STEM Education. Key informants composed of 7 teachers who received Thailand STEM Education Teacher Awards round 1 during B.E. 2557-2561 from 5 schools located in 3 northern provinces, 5 teachers who participated in competency development and 5 schools directors.
Findings revealed that: 1. Every small-sized school is located in small and poor communities, with 55-119 students and 3-10 teachers. Each classroom composed of 5-10 students. They are teachers shortening in specific subjects. According to applying the STEM Education, teachers need cooperation among core mathematics, science and other teachers, local wisdom and innovative technology. 2. There are 2 most important key factors and conditions of success: teacher inspirations and school directors 3. Strategies for teachers competency development on STEM Education composed of: School directors must be leaders to stimulate teachers to deeply understand contexts and environments; School directors must build up better relationship between schools and communities and invite local wisdoms to teamwork with schools; School directors must turn crisis into opportunity by applying PLC among students and teachers; while school directors must nurture internal and external collaborations, and finally school committees and everyone must listen to each other and find ways for sustainable development. It is also recommended that higher education instructors continue their teachings by applying STEM Education to nurture students’ creativity competences.
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