A A Model for Developing Pre-service Teachers’ Teaching Competencies by Using Project-Based and Creative Learning Management to Enhance Students' Creative Innovation Ability
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Abstract
The purpose of this research was to develop and assess the quality of a model for developing pre-service teachers’ teaching competencies by using project-based and creative learning management to enhance students' creative innovation ability.The first phase was to synthesize information from documents and interviews for model development. The research target group
was 10 graduate users, 10 science teachers, 50 pre-service teachers and high school students, and 5 science experts. The research tool was a structured interview form. The second phase was to assess the quality of a model through focus group discussions. The research target group was 6 experts. The research tools were the draft model and focus group discussion. Data analysis was content analysis. The results revealed that the developed model had been quality-checked by experts that it can be used in teaching and learning management. There are 5 components as follows: 1) Principle is for the development of learning management competencies of pre-service teachers. It focuses on students to construct knowledge by using the process of acquiring knowledge from practices, using a variety of problems and solutions to encourage creativity, and doing projects using scientific processes and group processes for emphasizing collaboration and learning transformation to create educational innovation that empowers students to be able to create innovations. 2) Objectives are to develop pre-service teachers’ teaching competencies and develop students' creative Innovation ability. 3) The 6-step process of learning management
(SITPRA Model) is stimulating, identifying, thinking, planning, reporting, and assessing.4) Measurement
and evaluation are evaluating learning management competency-based on creative innovation skills and project-ability for pre-service teachers, and assess students' ability to create innovation, and 5) Key conditions for successful implementation of the model are teachers must have the ability and experience in teaching and coaching to coach every step of learning management and facilitate learners to learn in carrying out activities.
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