|Published online: August 6, 2014||$US5.00|
This experimental study investigated the effects of the ZPD theory and partnership on the competency of in-service teachers in terms of classroom action research. Subjects, categorized as having a higher or lower developmental level and level of competency, were purposely assigned to learn concepts related to classroom action research using a training program which embedded partnership and ZPD instructional design. Two dependent variables, developmental level (measured by a comparison between pre-self evaluation and post-self evaluation) and competency (measured by the comparison with 85% criterion) were assessed together with qualitative data received from reflective writings, interviews, and reviews of classroom action research reports after the subjects completed the training program. Statistic calculator software was used to analyze the collected data. The findings indicated that (a) potential developmental level of the in-service teacher was higher than actual developmental level with the significance of 0.05, (b) the level competency was higher than the criterion of 85% with the significance of 0.05, (c) the in-service teachers’ competency met research expectations, as they showed that they possessed knowledge, skills, and positive viewpoints in performing classroom action research.
|Keywords:||Classroom Action Research, Partnership, Research Competency, Zone of Proximal Development|
The International Journal of Pedagogy and Curriculum, Volume 21, Issue 1, August 2014, pp.47-62. Article: Print (Spiral Bound). Published online: August 6, 2014 (Article: Electronic (PDF File; 575.706KB)).
Lecturer and Program Head, Department of Curriculum and Instruction, Faculty of Education, Suan Sunandha Rajabhat University, Bangkok, Thailand