Author(s)

Nantawan Kaewchote, Chatchayapha Wattanathum

College of Teacher Education, Phranakhon Rajabhat University, Bangkok, Thailand.

This research aimed to 1) synthesis and develop competencies’ development model for teachers in the Bangkok Metropolitan administration based on active learning to develop learners in Thailand 4.0, and study competencies development model for teachers in the Bangkok Metropolitan administration efficiency based on active learning to develop learners in Thailand 4.0. The resear4ch instruments consisted of form document analysis interview’s questions, 2) active learning questionnaire, and 3) evaluation form of competencies’ development model for teachers in active learning. The research result found that 1) the result of building competencies’ development model for teachers found that the model consisted of 4 elements: first, the analysis of academic contents and indicators to assessment, second, designing of skills integrated learning, third, guideline of learning management design focus on skills integrated learning management, and the last, choosing learning resources and technology, applying google application in teaching and learning, and competencies’ development model for teachers that related to active learning in highest level according to defining criteria. 2) The result of applying competencies development in learning plan found that teachers know and understand after using it. The teachers evaluate aptitude of applying competencies’ development in learning plan found that teachers know and understand after using it. The teachers evaluate aptitude of applying competencies’ development model in active learning of teachers in the Bangkok Metropolitan administration to develop learners in Thailand 4.0 in highest level.

Competency Model, Active Learning Design, Learners in Thailand 4.0

Kaewchote, N. and Wattanathum, C. (2022) Model of Developing Teachers Competencies in the Bangkok Metropolitan Administration Base on Active Learning Design for Students to Thailand 4.0. Creative Education, 13, 1564-1576. doi: 10.4236/ce.2022.135098.