COMPONENTS OF A LEARNING MANAGEMENT PROCESS BASED ON INNOVATIVE RESEARCH COMPETENCY FOR THE DEVELOPMENT OF STUDENT TEACHERS' POTENTIAL: THE STAKEHOLDER PERSPECTIVES

Abstract

This research aims to study the components of the development of a learning management model based on innovative research competency for the development of student teachers' potential. This research is qualitative research. In-depth interviews were used to collect data with 6 key informants involved in student teachers’ development in dimensions of student teacher production and development and dimensions of superiors and student teacher developer. Research tools were a semi-structured interview with pre-arranged main points, sub-issues, and interview lines implemented relevant literature as a guideline to formulate questions and to check quality tools through expert consideration of giving recommendations and improvements related to content validity.

The results found that learning management process based on innovative research competency for student teachers’ potential development has 5 components: 1) Curriculum which are course design, curriculum implementation and monitoring in usage of competency-based curriculum 2) Learning activities design which are adjusting mindset of student teachers, designing learning activities according to active learning principles filled with real-life examples and practical hands-on activities, summarizing of knowledge at the end of class and providing presentation and dissemination of research findings 3) Instructor roles in having knowledge and understanding of competency-based learning, coaching and giving feedback, reflection, reinforcement, motivation, and follow-up and organizing learning process in the form of a learning community 4) The role of mentoring and coaching in schools: school-based research centres and local consultants for student teachers 5) Classroom Assessment: formative assessment focused on assessments of student progress and learning empowerment.