Synthesis of Components and Indicators for Active Learning Management Competencies of Vocational Education Teachers in Northern Thailand

Abstract

This study aimed to synthesize the components and indicators of active learning management competency for vocational education teachers under the Office of the Vocational Education Commission in the Northern Region. The research methodology employed interviews with 11 experts selected through purposive sampling, comprising 7 policy experts, educational administrators, and educational supervisors, 2 university lecturers serving as supervising teachers for student teachers during their professional practicum, and 2 school administrators. The research instruments consisted of a document analysis form and a semi-structured interview guide. The researchers conducted the study and synthesis based on five major conceptual frameworks: 1) Global Framework of Professional Teaching Standards, 2) Southeast Asia Teacher Competency Framework (SEA-TCF), 3) National Education Plan 2017-2036, 4) Teachers Council of Thailand Regulations on Professional Standards (No. 4) B.E. 2562 (2019), and 5) Guidelines for Position and Academic Standing Assessment according to the Civil Service Commission.

          The research findings revealed that active learning management competency comprises 7 components: 1) Competency-based learning design, 2) Active learning process facilitation, 3) Media, technology, and learning resource utilization, 4) Collaborative learning atmosphere promotion, 5) Learning management reflection and development, 6) Individualized learning adaptation, and 7) Competency assessment for development, with a total of 21 indicators. The developed competency components demonstrated consistency, appropriateness, and practical applicability. The key strengths included comprehensive coverage of the learning management process from pre-instruction through post-instruction phases, systematic interconnection among components, alignment with modern educational theories and 21st-century skills requirements, and universal applicability across all educational jurisdictions.