การพัฒนารูปแบบการเสริมสร้างคุณลักษณะความเป็นครูยุคใหม่ด้วยกระบวนการคิดอย่างมีวิจารณญาณ

Abstract

        The purposes of this experimental research were to: 1) study the critical thinking ability of teacher students at the Faculty of Education, Rajabhat Universities; 2) create the New Era Teachers’ Characteristic Enhancement Model through the Critical Thinking Process; and 3) evaluate the effectiveness of the model; 4) evaluate the students’ satisfaction on the model. The sample were 398 Early Childhood students, Faculty of Education from 5 Rajabhat Universities from 5 regions. There were 2 phases of this research: Phase 1 – the sample comprised 340 juniors in Early Childhood Education in 5 Rajabhat Universities, obtained by means of stratified random sampling.

          The critical thinking ability of teacher students was investigated by the 52 items’ critical thinking test. The sample in Phase 2 comprised 58 senior students in Early Childhood Education obtained using purposive sampling, of which 28 students were assigned as the experimental group and 30 students as the control group. Satisfaction on the developed model was investigated by using a 5-rating scale satisfaction survey. The collected data were analyzed by using percentage, average, standard deviation, t-test and F-test (one-way ANOVA). It was found out that the critical thinking ability of teacher students was 62.38% which was below the criteria (70%).  The New Era Teachers’ Characteristic Enhancement Model through Critical Thinking Process consists of 3 main parts: (1) the critical thinking process consist of 5 steps; (2) activities to enhance the critical abilities consisting of the preparation step by workshop and the enhancement step by 4 activity plans; and (3) the critical thinking ability consisting of 6 dimensions: 1) induction, 2) deduction, 3) meaning, 4) observation, 5) credibility, and 6) assumptions. The result of the model evaluation showed that the experimental group’s scores were significantly higher than those of the control group at the 0.05 level. The 3 abilities of critical thinking for which the score of the experimental group was higher than the control group were induction, deduction and credibility statistically significantly at 0.05; the others were no different.  The result of the control group students’ satisfaction on the model was showed at the fair level (3.41)