Teachers' Self-Potential Development for Enhancing Students' Problem-Solving Skills
Saved in:
| Title: | Teachers' Self-Potential Development for Enhancing Students' Problem-Solving Skills |
|---|---|
| Language: | English |
| Authors: | Waranyoo Sochat, Witoon Thacha |
| Source: | International Education Studies. 2026 19(1):83-94. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Teacher Education, Problem Solving, Online Courses, Independent Study, Teacher Student Relationship, Program Development, Secondary School Teachers, Material Development |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This research project aimed to develop an innovative online self-training program specifically designed for teachers, focusing on enhancing their problem-solving skills. The primary objective of this program is to equip educators with the necessary tools and knowledge to facilitate student learning effectively within the classroom environment. The program comprises two key components: 1) teachers actively participating in self-directed learning activities to advance their problem-solving capabilities, and 2) teachers applying these newly acquired skills in their interactions with students. The research utilized a comprehensive five-step Research and Development methodology, ensuring a robust approach to the program's design and implementation. The concluding phase of the study involved experimental research conducted through a one-group pretest-posttest design within an educational setting. This experimental group included 14 teachers and a corresponding number of students. The research findings were significant, indicating that the "Online Self-Training Program for Developing Teachers' Self-Potential to Enhance Students' Problem-Solving Skills" met the established adequacy criteria outlined in the research hypothesis. These results strongly suggest that this educational innovation is well-positioned for broader dissemination, thereby providing substantial benefits to the targeted population of educators and students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494999 |
| Database: | ERIC |
| Abstract: | This research project aimed to develop an innovative online self-training program specifically designed for teachers, focusing on enhancing their problem-solving skills. The primary objective of this program is to equip educators with the necessary tools and knowledge to facilitate student learning effectively within the classroom environment. The program comprises two key components: 1) teachers actively participating in self-directed learning activities to advance their problem-solving capabilities, and 2) teachers applying these newly acquired skills in their interactions with students. The research utilized a comprehensive five-step Research and Development methodology, ensuring a robust approach to the program's design and implementation. The concluding phase of the study involved experimental research conducted through a one-group pretest-posttest design within an educational setting. This experimental group included 14 teachers and a corresponding number of students. The research findings were significant, indicating that the "Online Self-Training Program for Developing Teachers' Self-Potential to Enhance Students' Problem-Solving Skills" met the established adequacy criteria outlined in the research hypothesis. These results strongly suggest that this educational innovation is well-positioned for broader dissemination, thereby providing substantial benefits to the targeted population of educators and students. |
|---|---|
| ISSN: | 1913-9020 1913-9039 |
