Up-Skill Learning Management Competencies In English Language For Elementary School Teachers In Academic Service Networks For Society, St Theresa International College, Thailand

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Piyada Wattanasan , Chanida Muangkaew , Bhuson Tran , Montien Chomdokmai


This research is a developmental research (R&D) aiming to study the conditions and the demand to up-skill teachers' learning management competencies in English language. The research also aims to study the process of upskilling teachers' learning management competencies in English language and establish good practice guidelines for enhancing English learning management competencies of elementary school teachers through academic services. This is consistent with the U2T project, university social services at the sub-district level in Thailand, which conducted academic services from July 2016 to March 2022. The results of the study has shown that 1) the English language learning management competencies of elementary school teachers were at a good level, while the demand for the up skilling of teachers’ English learning management competencies, in organizing learning activities, is at a very high level. 2) Approaches to enhance learning management competencies through learning activities involve designing activities for teachers to gain experience and apply it forward in organizing activities for students. Afterwards, the teachers will design learning activities for students covering 4 areas: learning to know, learning to do, learning to get together, and learning to be, and then apply it to manage learning with students. The results indicated that the teachers have higher learning management competencies; as a result, the assessment results of students' English language proficiency are also raised. 3) Good practice guidelines for upskilling teachers' English learning management competencies consisted of 9 stages: 1) investigating the conditions and development needs of teachers, 2) setting the success indicators aligning to the goals, 3) designing learning activities for teachers and their development, 4) teachers designing learning activities for their students, 5) applying to student development, 6) evaluating results of the implementation, 7) improving and developing in correspondence with the success indicators and the goals, 8) improving the design of learning activities for students, 9) follow-up on students' English proficiency according to the national criteria. The relationship between the stages can be portrayed in a diagram.

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