Research and Development of a Program to Enhance the Professionalism of Novice Teachers: A Development Phase
Research and Development of a Program to Enhance the Professionalism of Novice Teachers: A Development Phase
Keywords:
teacher professional development, professional teacher, novice teacher, training program developmentAbstract
The purpose of this study is to develop a novice teacher professional training program for student teachers who study at Faculty of Education, Suan Sunandha Rajabhat University. Using a research and development methodology, the data from the assessment of the needs of student teachers who have completed one year of vocational training in educational institutions were used as the input data for the development phase of the program structure. The main structure of the program was developed by means of a panel discussion with a research target sample of 7 experts and assessed its quality by using an assessment form by 5 experts. The selection of a sample of experts using a specific selection method based on their qualifications, namely: (1) Specialist in student teacher development who is at least 5 years of working experience; (2) a full-time teacher of a basic education institution who is at least 10 years of teaching experience; and (3) experts in curriculum development and learning management.
The results of the research revealed that the main structure of the program consisted of 7 objectives in terms of content, namely, instructional management model according to pedagogical science, student-center instructional design, classroom management techniques, creation and development of teaching innovations that focused on learners, techniques for exchanging learning based on the growth mindset, and teachers' morality and ethics. In terms of organizing training activities, which divided into 3 stages, namely, the accumulation and investigation of necessary knowledge, skill training step, and innovation development step. The activities consisted of lectures, discussions and case studies, practice and role playing. The amount of time required for development consists of approximately 14 hours of theoretical guidance and approximately four weeks of practical training during in-school teaching practice. The results of the quality assessment of the program by experts was found that the overall quality and the individual issues were at a very good level.
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