Improving
Mathematics and Science Teacher Competency Through Coaching
Gantanat Chalong
Educational
Management Department
King
Mongkut’s Institute of Technology, Ladkrabang
Chalongkrung Rd. Ladkrabang, Bangkok Thailand 10520
Phone: 02-7405290, 081-9238847 E-mail: kantanat2504@gmail.com
Abstract—In both
domestic and international assessments, achievement in mathematics and science has
been consistently low for Thai students. Improving the competency and
effectiveness of mathematics and science teachers is essential, as teachers are
a direct link to students and their academic success. Teachers not only
transfer knowledge to students; they influence the ways their students learn,
their perspectives on education and their study habits. Many Asian countries
have performed exceptionally well in the Programme for International Student
Assessment (PISA).
They differ from Thailand in the cultures of their educational systems. One
common thread in the approaches employed by these top-performing countries is
in the application of professional development and the use of coaching to
maintain a high standard for their teachers. Coaches can help teachers deepen
their understanding of content and improve their techniques in practice. This
article examines the context for teaching mathematics and science and explores
the reasons why instituting a well-defined coaching system will help sustain a
professional level of quality in teachers, which in turn will benefit the
students in their classrooms.
Keywords—coaching,
competency, mathematics,
science, teacher, student, education, coach, coachee, assessment, PISA,
Thailand, professional development, standards, academic, achievement
I. Introduction
Mathematics and science play important
roles in our modern world. Both are an intrinsic part of our everyday lives and
key to making individual, societal and global advancements.
Academics agree that understanding
mathematics can positively effect improvement in many skills, including
reasoning, planning, analysis, decision-making and problem solving [1]. Mathematics
is also universally useful. It is a helpful tool for myriad endeavors with
which individuals can strengthen the quality of their rational thinking and
inventiveness [2]. Deeper and wider-reaching learning in other fields is also
facilitated by mathematical proficiency [3].
In similar fashion, science competency is
beneficial in many ways. It improves thought processes and promotes important
skills pertaining to professional marketability, including reasoning, analysis,
systematic problem solving and decision-making based on empirical observations.
II. Problems in Thai Mathematics
and Science Education
Education in Thailand lacks continuity and
fails to develop in students essential skills in the finding, processing and
application of knowledge. Thai students have a tendency to rely on teachers to
tell them what to do and provide answers; they rarely seek out information and
knowledge on their own and are neither able to think critically nor to solve
problems independently. Additionally, Thai teachers still fall back on rote
learning and their teaching processes seldom include opportunities for students
to engage in active learning. Specific to the subjects of mathematics and
science, there is a failure by teachers to communicate concepts correctly and
adequately. These factors have resulted in consistently low scores on the
O-NET, Thailand’s annual standardized exam administered to all primary six,
secondary three and secondary six students across the country.
Thai teachers find that only a small
portion of students reach desired achievement levels in mathematics and science
and the majority of students are considered to be less talented, lacking in the
ability to fully grasp content and unable to learn at the prescribed pace.
Failing to find a connection with the subject matter, these students become
bored and lose hope of reaching a sufficient level of understanding that will
allow them to meaningfully continue. They feel alienated from the subject matter
that is now deemed inaccessible and Thai teachers, mired in rigid, outdated and
inadequate pedagogy, are mostly ill equipped to facilitate these students'
individual modes of learning.
Children surveyed about why they dislike
learning mathematics offered many reasons. Some don’t like it because they feel
it is too hard. They do not understand their teachers’ instruction and do not
like doing the exercises. Others find the subject matter tedious and think
their teachers nag or complain too much.
The cause of these negative opinions is
Thai teachers’ exclusive reliance on lecture and rote explanation techniques.
They overlook the differences in the learning needs and aptitudes of their
students. Students not predisposed to this type of learning are at a
disadvantage. Without the necessary time and support they require, they will
find learning the subject matter to be increasingly difficult as they still
lack the necessary fundamentals upon which to build a sturdy understanding.
Their academic achievement will remain at a low level and their attitude
towards mathematics will continue to be negative.
Other problems in improving student
achievement in mathematics and science are Thailand’s lack of teachers
graduating from these fields [4], lack of quality resources, and lack of
researchers who can contribute to the advancement of mathematics and science
education.
In 2002, the number of Thai researchers in
mathematics and science stood at only 0.2 percent of the population. Thai
graduates with a bachelor’s degree in mathematics and science totaled only
250,000 graduates from 2003 to 2005. Furthermore, in each of those individual
years, there were no more than 100 graduates receiving a master’s degree in
mathematics and science [5].
The ramifications of these factors are
grim. Thai students’ academic achievement in mathematics and science is low in
both domestic and international assessments. In the Organization for Economic Co-Operation
and Development’s Programme for International Student Assessment (PISA),
Thailand has not shown signs of improvement in the past ten years. While a
number of Asian countries persistently demonstrate outstanding achievement in
PISA, Thailand continues to score well below the average and its performance in
the Trends in International Mathematics and Science Study (TIMSS) has also been
notably poor.
As Thailand invests a proportionately
larger amount of its financial resources into education than most other
countries, finances is not the primary factor in the country’s dismal academic
performance [6]. Instead, the evidence suggests that the problem lies with
human resources and educational practices.
III. Improving Achievement in
Mathematics and Science Education
It is important to cultivate in students
rational and creative thinking, to train them to be observant and for them to have
sufficient understanding to be able to explain basic principles of mathematics
and science.
For mathematics, students should know how
to solve problems in increasing complexity as appropriate to their grade level.
These should not be limited to only mathematical problems, but can be exercises
in reasoning and logic. Students must be trained to look at problems
systematically and to know what to do when faced with a problem. The emphasis
is not in right or wrong, but in the rationale used to reach a particular
conclusion. Beyond simply teaching content, mathematics teachers should teach
students to analyze and synthesize evidence. They must motivate students to
have an interest in mathematics through use of innovative techniques and
materials that make learning interesting and convenient. Teachers should also
help students see the benefits of mathematics and give them the capability and
opportunity to seek knowledge for themselves, and students must be able to
apply this knowledge to comprehend instructions and solve problems on their
own.
Mathematics is an abstract subject, so an
effort must be made to make its concepts clear and tangible. Students should be
able to see the relationship between abstract mathematical problems and real
world applications relevant to their lives. Similarly, scientific principles
must be shown to have relevance and practical purpose. Quality teaching can
help students make this connection and the process of learning will in turn become
more engaging and meaningful. An additional aspect to be considered is student
preparedness and initiative. If students have the proper motivation and are not
simply waiting to be told what to learn and what to do, class time can be better
utilized to give them deeper, clearer understanding. Teachers should find a way
to teach students how to be ready to learn [3] and to make them active, not
passive, stakeholders in their educational experience.
In 2008, research by The Institute for the
Promotion of Teaching Science and Technology analyzed problems reported by
teachers who have experience and expertise in teaching in the primary level. It
found that student participation and cooperation gave them enthusiasm, discipline,
and motivation in learning. Students were able to participate in fashioning
their education to suit their individual needs and showed an increased sense of
responsibility. If teachers give students the opportunity to have a role in
determining how they learn, including plans, activities, and evaluations,
students will more likely have an interest in the subject matter [7].
IV. The Important Role of
Teachers in Student Achievement
Teachers are the direct conduit through
which we transfer knowledge, habits and attitudes to students. They should have
solid and up-to-date knowledge in content, be proficient in using questions to encourage
rational thought and innovative thinking, listen to and accept students’
opinions and be willing to seek opportunities for self-improvement through professional
development [8].
Thailand can look to its neighbor for
examples of quality teaching. Education in Singapore is considered a model of
quality not only in Southeast Asia, but globally. Mathematics instruction in
Singapore stresses awareness, problem solving and the importance of teachers. Its
citizens recognize the important role mathematics plays in the development of
their economy and its national curriculum emphasizes ongoing teacher training.
Singapore’s Ministry of Education views problem solving as the heart of
mathematics education because it applies theory to real world practical use.
Problem solving is an essential part of the curriculum and is not a
supplemental activity. Mathematical concepts are made visually tangible through
use of model drawing to help students “see” problems and equations, so the
mathematical problems students in Singapore solve can be, and generally are,
more complex than those found in western curricula. This is due in large part
to the Singapore's rigorous training of teachers [9].
For science teachers, being flexible and
recognizing the differences within individual students at different levels is
essential. Teachers must design and provide activities that facilitate
improvement of students' analytical skills. Debate, for example, can take
examples from everyday life in order to have students analyze problems, determine
relevant factors and reach conclusions. Science clubs give students
opportunities to exchange and discuss opinions and ideas. Field trips give
students new experiences, allow them to confront and examine real problems
outside of the school context and bring that experience back for analysis in
the classroom. Environments and situations should be created that promote rational
thinking and allow students to find and process information on their own.
In their teaching, Thai teachers must break
away from antiquated, ineffectual practices and habits and be trained how to
engage their students' interest [10].
V. Developing Effective Teachers
Improvement of teachers must focus on their
skills in asking questions, finding evidence, and reflection (After Action
Review). Effective methods, such as Learning by Doing, that improve the
performance of teachers and thus that of students, have many notable propositions.
They include:
•Aim
for specific content
•Emphasize
active learning
•Work
in accordance with policies and practices
•Manage
time appropriately
•Stress
practical activities
•Create
a comfortable environment
•Ask
questions that pique interest
•Make
content meaningful for teachers and students
•Keep
materials up-to-date
•Maintain
participation and support from managers
•Have
real participation from teachers and students
Coaching has gained popularity in recent
times as a means to improve teacher competency. It can positively affect
student achievement by improving the knowledge, practices, confidence and
attitudes of teachers. It is also important, however, to target the teachers to
be coached.
Teachers can generally be divided into two
groups with differing views. In one group, teachers will regard coaching as an
opportunity for self-improvement. The other group will look at coaching simply
as increased workload. Teachers from the first group, because they see the
potential in the process, will benefit from coaching while teachers from the
second group will not. In a study with a sample group of 18 teachers in Canada,
the more teachers were receptive to the coaching, the more positive was the
impact gained from coaching. The sample group was given three resources. The
first was curricular materials, the second was 3 half-day workshops and the
third was contact with coaches in various methods. Students that studied under
teachers who received coaching had higher achievement rates than students of
teachers who did not receive coaching. Teachers open to the coaching process
would meet with coaches more regularly. The coaches were then more driven to
help the teachers that had more initiative to seek them out. The study also
found that management must be supportive and should not unduly interfere with
the coaching process, so a clearly defined set of roles and procedures must be
observed.
Coaching should also be an ongoing, continual
process in order to be optimally effective. Coaches can positively affect the
attitude, thinking and feelings a teacher has about teaching, improve teachers’
performance and make them more confident and effective in helping students
reach established goals [11].
VI. Conclusion
Despite advances made by other Asian
countries, education in Thailand has failed to live up to standards and Thai
teachers have been unable to help their students reach desired results,
especially in mathematics and science. As teachers directly affect student
learning, training and professional development must be effectively maintained.
Coaching is a viable and proven method that can be used to improve mathematics
and science teachers. It is a popular practice in professional development in
many fields, including athletics, medicine and education. Coaches are experts
with professional knowledge and experience in how to attain positive outcomes
who will transfer their skills to the teachers they train (coachees). Improvement
in the coachees' techniques and processes will then be a benefit to student
achievement.
Acknowledgement
The author would like to
thank the following for their assistance and support:
Assoc. Prof.
Dr. Malai Tawisook
King Mongkut's Institute
of Technology Ladkrabang
(advisor)
Dr. Thanin Ratanaolarn
King Mongkut's Institute
of Technology Ladkrabang
(co-advisor)
Assoc. Prof. Prapon
Chaicharoen
Srinakharinwirot
University Prasarnmit Demonstration School
(coaching consultant,
mathematics)
Assoc. Prof. Atchara
Chaicharoen
Srinakharinwirot
University Prasarnmit Demonstration School
(coaching consultant,
science)
Assoc. Prof. Dr. Nataya Pilanthananond
Kasetsart University
(content editor)
Mr. Nirut Chamsuwan
Bangpleepattanasuksalai School
(consultant, English)
References
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Makanong, “Mathematical skills and processes: develop for development,” Bangkok,
Thailand: Chulalongkorn University Press, 2010.
[2] T.
Kunpaluek, “Study the learning process of teachers and students
that learning mathematics in secondary school for contributes the 21st
century people’s skill with coaching system,” Research. Thailand:
Phetchabun Rajabhat University, 2014.
[3] P.
Jareeyawittiyanon and I. Sriwattanatumma, “Mathematics and national
development,” Retrieved June 21, 2015 from The Journal of The Institute for the
Promotion of Teaching Science and Technology, vol. 18, no. 2, Bangkok: October-December
1990 [online]
Available:
http://www.school.net.th/library/snet2/paper/math_develop.htm
[4] Thairath
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[online] 2014.
Available:
http://www.thairath.co.th/content/413042
[5] K.
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Available:
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21, 2015, [online] 2012.
Available:
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[online] 2012.
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[8] W. Sritai, M. Anantaluk and
S. Amornpun, “Competency of secondary science
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Available:
http://edu.msu.ac.th/jem/home/journal_file/261.pdf
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[10] Thailand
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[11] J.
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 |
| Author’s Profile |
name-surname:
Gantanat
Chalong
birthdate:
March 13,
1961
place
of birth: Chonburi,
Thailand
place
of residence: 60/3 Moo 7 Soi
Watsriwarinoi, Bangchalong, Bangphli, Samutprakan 10540, Thailand
telephone
number: 02-7405290,
0819238847
email: kantanat2504@gmail.com
place
of employment: Bangpleepattanasuksalai
School
position:
proprietor
and principal, Bangpleepattanasuksalai School
president,
Private Institution Association, Samutprakan Region 2
education: Master’s Degree in
Educational Management, Burapha University, Chonburi (2006)
Bachelor’s
Degree in Thai Language, Suan Sunandha Teacher’s College, Bangkok (1986)
Now a doctoral degree in educational administration.( Educational
Management Department
King
Mongkut’s Institute of Technology, Ladkrabang)
Chalongkrung Rd. Ladkrabang,
Bangkok Thailand
notable
awards: Excellent
Promotion of Health in Schools, Diamond Level- National (2012)
Excellent
Promotion of Health in Schools, Diamond Level- Regional (2011)
Outstanding
Educational Process, One School, One Innovation (2006)
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