Personalizing teacher professional development through learning analytics: Evidence from the smart teacher training platform in Thailand

IF 4.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-02-02 DOI:10.1016/j.tate.2026.105425

Anucha Somabut , Kulthida Tuamsuk , Charuni Samat , Grichawat Lowatcharin , Saksuriya Traiyarach , Parama Kwangmuang

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Abstract

Conventional teacher professional development (TPD) insufficiently addresses the heterogeneous needs of educators, yet empirical evidence on culturally responsive learning analytics in developing nations remains limited. This design-based research employed convergent mixed methods to develop and evaluate the Smart Teacher Training Platform (STTP) with 2847 Thai teachers across 150 schools. The STTP demonstrated 78 % daily active usage compared to 34 % for conventional platforms, with personalization algorithms attaining 87 % relevance accuracy following cultural adaptations. Participants exhibited significant improvements in digital competencies (d = 2.14), pedagogical knowledge (d = 1.63–2.07), and self-efficacy. Students in high-implementation schools outperformed propensity-matched controls in academic achievement (d = 0.56–0.82). Five interdependent dimensions were identified: contextual personalization, social learning integration, practice-embedded content, comprehensive support systems, and continuous improvement mechanisms. These findings suggest that culturally responsive learning analytics can enhance TPD in developing nations when implemented through collaboration with local educational communities.

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通过学习分析个性化教师专业发展：来自泰国智能教师培训平台的证据

传统的教师专业发展（TPD）不足以满足教育工作者的异质需求，而发展中国家文化响应性学习分析的经验证据仍然有限。这项基于设计的研究采用融合混合方法开发和评估了150所学校的2847名泰国教师的智能教师培训平台（STTP）。与传统平台的34%相比，STTP的日活跃使用率为78%，个性化算法在文化适应后的相关度达到87%。参与者在数字能力（d = 2.14）、教学知识（d = 1.63-2.07）和自我效能感方面表现出显著的改善。高执行力学校的学生在学业成绩上优于倾向匹配对照组（d = 0.56-0.82）。研究确定了五个相互依存的维度：情境个性化、社会学习整合、实践嵌入内容、综合支持系统和持续改进机制。这些发现表明，通过与当地教育社区合作实施文化响应性学习分析，可以提高发展中国家的TPD。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.