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The research aimed to develop and evaluate teacher concepts and performances before and after training through coaching and mentoring procedures integrated with the 21st century instructional strategies of project-based learning, problem-based learning, and research-based learning. The subjects were 96 teachers teaching at schools under the jurisdiction of Si Sa Ket Primary Education Office 3, Si Sa Ket Province, Thailand, purposively selected from 11 schools with lower average scores ofdoi:10.5539/ies.v12n11p8 fatcat:pfc43ujnibgfrpv474vnx55osy