DESIRABLE CHARACTERISTICS OF GRADUATES OF THE GRADUATE DIPLOMA IN TEACHING PROFESSION PROGRAM, VALAYA ALONGKORN RAJABHAT UNIVERSITY UNDER THE ROYAL PATRONAGE, PATHUM THANI PROVINCE

Abstract

This research aimed to (1) study and synthesize the desirable characteristics of graduates based on the expected learning outcomes of the Graduate Diploma Program in Teaching Profession, Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, and (2) investigate the stakeholders’ opinions toward these characteristics. The research employed a descriptive research design. The synthesis of the desirable graduate characteristics was based on five key conceptual frameworks: (1) the Thai Qualifications Framework for Higher Education (2022), (2) Revised Bloom’s Taxonomy, (3) Teachers Council of Thailand Regulation (2013), (4) the University’s philosophy and vision, and (5) Section 11 of the Higher Education Act (2019).

The research instrument was a 20-item questionnaire measuring opinions on four domains of learning outcomes, with Index of Item-Objective Congruence indices ranged from 0.67 to 1.00 and a reliability coefficient of .91. The sample consisted of 320 stakeholders, including current students, alumni, lecturers, and employers of graduates. Data were analyzed using content analysis and descriptive statistics, namely mean and standard deviation. The findings revealed that: 1) The four domains of expected learning outcomes synthesized were: (1) Knowledge in education and pedagogy, (2) Teaching and communication skills, (3) Educational innovation design and development, and (4) Morality, ethics, and professional teacher identity.
2) Stakeholders’ opinions toward the desirable characteristics of graduates in all domains were at a high to the highest level. The highest mean score was found in morality, ethics, and professional teacher identity (Mean = 4.57), followed by knowledge (4.45), teaching skills (4.44), and innovation design (4.34), respectively. The results indicated that the framework of desirable graduate characteristics prescribed in the curriculum is appropriate, comprehensive, and consistent with stakeholders’ expectations, and can serve as a guideline for further curriculum quality enhancement.