A Model for Developing Student Teacher’s Competency on The Teaching Practicum Preparation Based on Empowerment and Active Learning Instruction: A Case Study in Sakon Nakhon Rajabhat University

Abstract

The main purpose of this research was to develop and investigate the results of experiment in using the model for developing Sakon Nakhon Rajabhat University student teacher’s competency on the teaching practicum preparation based on empowerment and active learning instruction. The study procedure included 4 steps: 1) study the components of student teacher’s competency on the teaching practicum preparation, 2) study needs for developing the student teacher’s competency, 3) create and assess the suitability of the model, and 4) study the results of the experiment in using the model. The samples of experiment in using the model were 87 fourth year student teachers in academic year 2017 at Sakon Nakhon Rajabhat University. The research instruments were a questionnaire of current conditions and desired conditions regarding competency on the teaching practicum preparation, the model document, learning management plans, a test of knowledge, forms for performance assessment, and a scale for measuring attribute that facilitates performance. Statistics used in data analysis were percentage, mean, standard deviation, modified priority needs index (PNImodified), one sample t-test, and dependent samples t-test. The findings of study were as follows: 1. The developed model was composed of 8 components: 1) Source and importance, 2) objectives, 3) basic concepts, 4) principles, 5) competency structure, 6) content structure, 7) process of developing competencies, and 8) measurement and evaluation. The competency structure was divided into 3 areas: 1) knowledge, which had 7 competencies, 27 indicators, 2) performance skills, which had 7 competencies, 23 indicators, and 3) attribute that facilitates performance, which had 3 competencies, 20 indicators. The content structure consists of 7 learning units: 1) student-centered learning management, 2) learning assessment, 3) teaching innovation to promote learning, 4) designing a learning unit, 5) establishing a learning management plan, 6) classroom action research, and 7) developing a learner development project. The learning management process for developing competencies had 5 steps: 1) creates the power of mind 2) creates the power of knowledge, 3) creates the power of performance, 4) reflect and improve performance, and 5) confident in the application of experiences. The result of assessing the appropriateness of the model by experts showed that it was appropriate at the highest level. 2. The results of experiment in using the developed model showed as follows: 1) student teachers had competency, aspect of knowledge after experiment in using the model higher than that before experiment and above the threshold set at 70 percent at the .01 level of significance, 2) student teachers who had been experimented with the model had competency, aspect of performance skills above the threshold set at 70 percent at the .01 level of significance, and 3) student teachers had competency, aspect of attribute that facilitates performance after experiment in using the model higher than that before experiment at the .01 level of significance.