ผลการเสริมสร้างความสามารถในการออกแบบการเรียนการสอนของนักศึกษาปฏิบัติการวิชาชีพครู ตามแนวคิดชุมชนการเรียนรู้ทางวิชาชีพ

Abstract

The purpose of this study was to study the pre-service teachers’ ability in designing instruction when they were participating in the process for enhancing pre-service teachers’ ability in designing instruction based on the professional learning community (PLC) approach. This study relied on qualitative methodology and data were collected from 11 case studies of pre-service teachers, including 13 school mentors and 5 university supervisors in the first semester of the academic year 2015 by interview, participatory observation and documentary research for the findings of pre-service teachers’ ability to change in designing instruction.

The study found that when participating in the process, all of the cases can solve all of the problems in designing instruction. The ability in designing the instruction of pre-service teachers has changed as follows: (1) The structure and sequence of contents can be appropriately defined. (2) The teaching method and instructional technique can be used in accordance with the content. (3) The choice of teaching methods and teaching techniques is more diversified. (4) Ability exists to design a sequence of learning activities with continuity and consistency. (5) Designing instruction which provides the opportunities for students to engage in the activities and (6) Identifying measurement and evaluation consistencies.