Development of Learning Management Model Basing on Contemplative Education and Coaching Approaches to Promote Ability in Classroom Research of Pre-service Teachers

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Chitaporn Iamsaard
Patcharin Jansongsang


This research aimed 1) to develop a learning management model basing on Contemplative Education and Coaching Approaches to promote classroom research ability of pre-service teachers and 2) to try out and evaluate the learning management model. There were 4 phases of the study. Phase 1 dealt with the study of the baseline data of learning management in classroom research ability for pre-service teachers. The sample consisted of 192 pre-service teachers from 7 programs of Suratthani Rajabhat University, who had previously passed a research course, obtained through simple random sampling. Phase 2 dealt with development of a learning management model basing on the results from Phase 1. Phase 3 dealt with trying out and evaluation of the model with a sample of 62 early childhood education program students who enrolled in a classroom research course in the second semester of the academic year 2020, obtained through two-stage cluster sampling. In the first stage the early childhood education program students were purposively chosen. Then these students were divided into two groups—experimental group and control group—using classroom as the sampling unit. And Phase 4 dealt with improvement and development of the model. The research instruments were a questionnaire inquiring problems and needs, a questionnaire to measure research ability, a satisfaction questionnaire, and a suitability assessment form. The statistics used were the mean, standard deviation, t-test (dependent samples) and t-test (independent samples).
The research indicated that: 1) The model that was developed had 3 main parts. Part 1: general information of the model, comprising rationale, objectives, basic concepts and theories, target groups, learning substances, steps of organizing learning activities, length of time; Part 2: 6 plans of learning management, including formulating research problems, creating innovation, research instrument development, using innovation, analyzing research result and writing up a report. Each unit included 5 steps of organizing learning activities as follows: learning awareness (L), inquiry (I), engagement (E), sharing (S) and modification (M); and Part 3: implementation of the developed model. On the whole, the model was evaluated as having the suitability at the highest level, and it was called LIESM MODEL. 2) The classroom research ability of pre-service teachers after the experiment was higher than before the experiment, with statistical significance at the 0.05 level. 3) The pre-service teachers who studied with the model had higher classroom research ability than those who studied with the normal learning management model, with statistical significance at the 0.05 level, and 4) The pre-service teachers’ satisfaction with the model was at the high level.


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