วันจันทร์ที่ 13 กรกฎาคม พ.ศ. 2558

การพัฒนาสมรรถนะครูด้วยระบบโคัช (coaching)

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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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)