A Model for Developing Active Learning Teaching Skills among Thai Pre-service Teachers
Keywords:
Active Learning; Pre-service Teachers; Coaching; Reflective PracticeAbstract
Active learning has become an essential instruction approach for preparing learners with the knowledge and skills required in the 21st century, and structured professional development can help pre-service teachers develop the competencies needed to implement such approaches effectively. The purpose of this study was to develop a model for enhancing active learning teaching skills among pre-service teachers. The study employed a research and development design consisting of three phases: model development, implementation, and evaluation. The implementation phase (Phase 2) was conducted over a 16-week semester during the pre-service teachers’ teaching practicum. The resulting model consisted of four major components: workshop training, lesson planning, coaching and feedback, and reflection and sharing activities. The findings revealed that the developed model demonstrated the highest levels of appropriateness (M = 4.90) and feasibility (M = 4.94). Furthermore, the pre-service teachers achieved lesson-planning and teaching-skill scores significantly higher than the established criterion of 80% (p < .05). The model was also evaluated positively across the instruction, institutional, and behavioral dimensions of Hammond’s framework. The study contributes to teacher education by providing an evidence-based model for developing active learning teaching competencies among pre-service teachers during their teaching practicum.
https://doi.org/10.26803/ijlter.25.8.42
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