A study of the components and indicators of learning management competencies among student teachers during their professional teaching practicum
Keywords:
Components and Indicators, Instructional Management CompetenciesAbstract
The purpose of this research is to study the components and indicators of the competency in learning management of student teachers. It is a documentary research and expert-informed approach, with the following research process 1) a comprehensive review of documents, academic texts, and relevant research both domestic and international was conducted to examine principles, concepts, and theories related to instructional management competencies. The results of this review were used to formulate the conceptual framework for constructing the components and indicators.The population used in this study consisted of 326 fourth-year pre-service teachers in the Bachelor Degree Students in Elementary Education at the Faculty of Education, Phranakhon Rajabhat University, who were undertaking their teaching practicum in subject-specific schools. A purposive sample of 27 participants was selected from this group in the academic year 2023. 2)The proposed components and indicators were evaluated for consistency and appropriateness using assessment forms and in-depth interviews with five educational experts in the areas of curriculum and instruction, educational measurement and evaluation, and instructional supervision. 3) The collected data were coded and synthesized to revise and improve the components and indicators. 4)The revised components and indicators were validated by nine experts to confirm their relevance and applicability to the instructional context of pre-service teachers.
The results revealed that instructional management competencies could be categorized into three main components, 1. Knowledge comprising three indicators (1) curriculum and learning standard analysis, (2) instructional design and planning, and (3) problem-solving and instructional improvement, 2. Skills comprising four indicators (1) instructional delivery, (2) application of diverse teaching methods, (3) integration of educational media and technology, and (4) learning assessment, 3.Attitudes comprising three indicators—(1) flexibility and adaptability, (2) cultural competence and global awareness, and (3) social and emotional skills. The findings suggest that the instructional management competencies of pre-service teachers consist of well-defined and essential components across knowledge, skills, and attitudes. Holistic development of these competencies will enhance the readiness of pre-service teachers to become professional educators, capable of delivering effective instruction and fostering student learning aligned with educational goals.
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