EVALUATION OF THE TRAINING CURRICULUM FOR ENHANCING TEACHERS’ PROFESSIONAL COMPETENCIES OF THE FACULTY OF EDUCATION, DHONBURI RAJABHAT UNIVERSITY
Keywords:
curriculum evaluation, training curriculum, professional teacher, Teacher Competency, CIPP ModelAbstract
The objectives of this research were to evaluate the Professional Teacher Competency Enhancement Training Curriculum of the Faculty of Education, Dhonburi Rajabhat University, using the CIPP Model in four aspects: context, input, process, and product. This study employed evaluation research with a mixed-methods evaluation approach. The evaluation framework was based on the Professional Teacher Competency Standards of the Teachers’ Council of Thailand (2019) and Stufflebeam’s CIPP Model. The population comprised 234 in-service teachers who participated in the training program. The research instruments included questionnaires and interview forms, and the data were analyzed using basic statistics and descriptive analysis. The findings revealed that the overall suitability of the training curriculum, assessed through the four aspects of the CIPP Model context, input, process, and product was rated at a high level (M = 4.18, S.D. = 0.32). The program effectively enhanced in-service teachers’ competencies in alignment with the Teachers’ Council’s professional competency framework and enabled them to apply the acquired knowledge in actual teaching practice. Recommendations from the curriculum evaluation include improving the monitoring and assignment submission system and increasing the number of trainers to be sufficient for the number of participating in-service teachers.
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