Fostering Science Teaching Excellence: A Professional Learning Community-Based Model for Sustainable Teacher Development

Abstract

This research aimed to develop and validate a teacher development model designed to enhance science teaching within the framework of Professional Learning Community (PLC). The model was initially developed with input from five science education experts and was further refined with insights from additional experts in curriculum design, assessment, and evaluation. The effectiveness of the model was assessed through a field study involving 16 science teachers from eight schools in Roi Et Municipality during the second semester of the 2022 academic year. The research tools used included the teacher development model, a quality assessment metric for science learning, and a teacher satisfaction survey. Data analysis employed basic statistical methods, with the Wilcoxon Signed Rank Test used to validate the hypothesis that the model would improve the quality of science teaching. The results identified four key strategies for effective teaching: learning design, activity organization, use of media and resources, and learning measurement and evaluation. The model comprises six primary components: origin, objectives, principles, structure, content, and teaching process. The study found a significant improvement in the quality of science teaching, with a significant difference in quality scores at the 0.05 level. Teachers' feedback on the model was positive, with an average satisfaction score of 4.52, indicating its effectiveness in enhancing science teaching.