ผลของการทำวิจัยปฏิบัติการที่มีต่อความสามารถด้านการคิดสะท้อนของครูระดับประถมศึกษา / พลรพี ทุมมาพันธ์ = Results of conducting action research on reflective thinking ability of elementary school teachers / Phonraphee Thummaphan
The objectives of this research were (1) to compare reflective thinking ability between researcher teachers and non researcher teachers (2) to analyze reflective thinking process of researcher teachers and (3) to analyze factors from conducting action research affecting reflective thinking ability of researcher teachers. The data collections had 2 steps. Firstly, questionnaires and the reflective thinking ability test were distributing to 50 researcher teachers and 50 non researcher teachers in elementary schools. The data were analyzed by descriptive statistics, one-way ANOVA and multiple regression analysis. Secondly, 2 cases of high reflective thinking ability teachers were selected to conduct a multi-case study. The research findings were summarized as follows: 1. In general, the different in reflective thinking ability scores between researcher teachers and non researcher teachers was not significant at .05 level. Specifically, the difference were found in the subscore of student and teacherʼs role. 2. The researcher teachers had various process in reflection. Most of them highly reflected on technical knowledge. Technical-practical knowledge reflection were found to be second popular. 3. The case study resulted that the researcher teachers who were high reflective thinking ability directly perceived problems in working and observing studentsʼ behaviors. In the reflection process, they first reflected on practical knowledge of state of working and their students. Secondly, they reflected on academic knowledge learning from their studies and training. Then, they reflected on moral and student benefits before making decision in solving the problems. Moreover the process of reflection often covered the process of problem solving. 4. The variety of conducting action research was the only significant factor. It accounted for 6.40 percent of the variance of the reflective thinking scores. 5. Conducting action research affecting reflective thinking ability because the action research process increased the opportunity to practice reflective thinking process in solving teaching and learning problems for teachers.
