การใช้การวิเคราะห์ระบบกิจกรรมแบบปรับปรุงเพื่อระบุความขัดแย้งภายใน ในการทำกิจกรรมทางวิชาการของครู / ภานุพงษ์ วิยะบุญ = Using a modified activity systems analysis to identify inner contradiction in teachers’ academic activities / Panuphong Viyaboon
The purposes of this research were 1) to analyze the situation that led to inner contradiction in academic activities 2) to analyze the results within inner contradiction and teachers’ academic activities. The qualitative research method was applied using the multi-site case studies to the elementary school, the secondary school and educational opportunity expansion school. The data were collected by formal and informal interviews, non-participant observations as well as documentary analysis. The data were analyzed by the method of comparative data, inductive method with modified activity systems analysis. The research results were as follows: In a Primary School, we have founded that the fifth teacher has had the highest no. of situations, six to be exact. Those situations were academic activities related, meaning, the teacher has already been involved in academic activities. And because of that, the teacher became bored and showed lack of interests in conduction activities. The provided books and written materials, by the school, did not answer the teacher's wants and needs. And because the teacher was categorized in a so-called "secondary learning group," less books and written materials were given to him. This leaded to, the teacher, having to buy his own books. The teacher with the second highest no. of situations was the second teacher, with 5 situations. Those situations were financial, media, equipments, and other learning resources related, showing that the provided books and written materials, by the school, did not answer the teacher's wants and needs. This also leaded to, the teacher, having to buy his own books and seeking other learning resources. In a Secondary School, we have founded that the fourth teacher has had the highest no. of situations, six to be exact. Those situations were academic activities related, meaning, the teacher wanted new and useful information. However, some activities did not support as the learning tools toward an academic teaching. Furthermore, the teacher felt that many of the activities that the school has been conducting were only for fulfilling the job's description. This leaded to, the teacher, not being able to utilize his professional development to its full capacity. The teacher with the second highest no. of situations was the fifth teacher, with 5 situations. Those situations were academic activities related, meaning, there wasn't enough time to conduct an activity. This leaded to, the teacher, having to do more research in his own time. Even though, the teacher did not take the learned set of knowledge and skills, from the participated activities, to the proper uses, he still shared that learned set of knowledge and skills to his fellow teachers. In an Educational Opportunity Expansion School, we have founded that the first, third, fourth, and fifth teacher have had the highest no. of situations, three to be exact. The teachers felt under pressure when conducting academic activities because of their jobs' overload and their lacks of skills and talents to do so. This leaded to, the teachers, having less dedication to conduct activities, resulting in unbalanced sets of skills and knowledge among the teachers within the same school. Furthermore, the provided books and written materials, by the school, did not answer the teachers' wants and needs. This also leaded to, the teachers, having to seek other learning resources. In addition, the first teacher strongly believed that the school was the place for teaching and learning, not conducting activities. This situation was considered a conflict, because the school was the place for professional development and, at the same time, played an important role in conducting academic activities for its teachers.
