A Teacher development Model Using the Design Thinking Process to Develop the Ability to create Innovative Learning Management in Home Economics

Abstract

This research aimed to investigate teachers’ needs in creating innovative learning management and to develop a teacher development model based on the Design Thinking process. The sample comsisted were 18 home economics teachers in secondary schools in Chiang Mai Province with at least two years of teaching experience. Research instruments included a needs assessment questionnaire and a teacher development model evaluation form. Data were analyzed using mean, percentage, and the Modified Priority Needs Index (PNImodified). The findings revealed that teachers had needs in learning management processes that promote analytical thinking and innovation creation, with needs in instructional methods and educational technology at moderate to high levels. The developed teacher development model, validated by seven experts, demonstrated theoretical rationality, feasibility, and consistency at the highest level (mean > 3.50), meeting the specified criteria. The model consisted of five stages: Understanding Learners (Empathy), Defining Problems (Define), Generating Ideas (Ideate), Developing Prototypes (Prototype), and Testing Prototypes (Test). The evaluation results indicated that the model demonstrated high to highest levels of theoretical rationality, feasibility, and consistency. The findings suggest that the teacher development model using the Design Thinking process can enhance teachers’ capacity to create innovative learning management in home economics.