ENHANCING ACTIVE LEARNING DESIGN COMPETENCY OF PRESERVICE SCIENCE TEACHERS THROUGH COGNITIVE COACHING PROCESS

Abstract

This research article aims to 1) Compare the competence in designing active learning management of preservice science teachers before and after the use of cognitive coaching processes, 2) To investigate the development of preservice science teachers’ active learning  instructional design competency in each cycle of the cognitive coaching process and 3) Examine the cognitive coaching process on reflective thinking skills to develop the ability to design active learning management. The sample consisted of 12 third-year biology education students at Valaya Alongkorn Rajabhat University under the Royal Patronage. The study employed a quasi-experimental research design conducted in three phases: 1) Pre-test phase, 2) Implementation phase consisting of four coaching cycles focused on reflective practice, and 3) Post-test phase. The research tools included a cognitive coaching process plan, a competency assessment for designing active learning, a reflective journal, a behavioral observation form, and semi-structured interviews. Quantitative data were analyzed using means, standard deviations, and independent t-tests, while qualitative data were analyzed using content analysis. The research findings were as follows : 1) The competence in designing active learning management of preservice science teachers after the use of the cognitive coaching process was significantly higher than before the process at the .05 statistical significance level. 2) Student teachers showed continuous improvement in designing active learning management in each round of the cognitive coaching process. and 3) The cognitive coaching process effectively promoted reflective thinking, self-analysis, and the ability to improve active learning management among student teachers.