The Development of Learning Activities with Contemplative Education to Enhance Teacher Spirituality for Students Teacher of Rajabhat University
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Abstract
The purposes of this research were to 1) study guidelines, activities, and methods for organizing learning activities with contemplative education, 2) create and assess the quality of learning activities, and
3) examine the results of learning activities using research and development methodology. The sample was 30 first-year students from the faculty of Education, selected by the simple random sampling. The research instruments were semi-structured interview from about guidelines, activities, and methods for organizing learning activities based on the concept of contemplative education, activities and lesson plan, teacher's spiritual assessment, assessment form for the appropriateness of activities and lesson plan, learning record form and satisfaction questionnaire. Data were analyzed using qualitative analysis by content analysis. Quantitative data were analyzed using percentage, mean, standard deviation and the dependent t-test for pre and post-experimental comparisons.
The research results were as follow: 1) The guideline for learning activities based on the concept of contemplative education to develop the teacher's spirit were intellectual quotient, emotional quotient, moral quotient and a good sense of society. Learning activities consisted of mindfulness, learning exchange, conversation, dialogue, deep listening, journal writing, contemplation, and learning reflection. Methods for organizing learning activities consisted of contemplative education concepts including self-learning methods, learn-from-practice group learning methods, and lecture method. 2) The learning activities with contemplative education consisted of a total of 9 activities, which had a learning management model of contemplative education, all five steps were (1) mindfulness, (2) knowledge presentation, (3) contemplation, (4) knowledge exchange, and (5) reflection. The efficiency was 81.18/84.33, which is higher than 75/75. 3) Teacher spirit of learners by using learning activities after learning was higher than before learning at the statistical significance level of .05, and overall, the learners' spirit of being a teacher was at a high level. The students’ satisfaction toward the learning activities was at the highest level.
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