Development of a Learning Management Model with the 7Cs Concept to Enhance Self-Management Competence for Pre-service Teachers, Faculty of Education, Nakhon Ratchasima Rajabhat University

Abstract

             The objectives of this research were 1) to develop a learning management model based on the 7Cs concept to promote self - management competency among pre-service teachers and 2) to study the results of using the learning management model based on the 7Cs concept to enhance self-management competency of pre-service teachers in the Faculty of Education, Nakhon Ratchasima Rajabhat University. The sample used in this research consisted of students enrolled in the Bachelor of Education Program in Buddhism during the first semester of 2024, who were studying in the teacher professional subject group at the Faculty of Education, Nakhon Ratchasima Rajabhat University. The participants were selected using purposive sampling.
             The results of finding were found that:
             1. After the experimental implementation, the pre-service teachers who participated in the teacher professional experience showed higher scores in the self-management competency assessment. This indicates that the learning management activities based on the contemplative education concept, consisting of seven processes, effectively enhanced students’ self-management competencies. The students developed a better understanding of the knowledge gained from teaching and learning, such as teaching with love, kindness, care, and attentive listening. They also demonstrated rational thinking and awareness of their emotions, thoughts, beliefs, and understanding of themselves and others. Teaching techniques, including discussion, questioning, and the use of positive language for communication between learners and instructors, reflected teaching behaviors that demonstrated self-management competency and supported continuous self-development.
             2. The results of the learning activities indicated that the pre-service teachers who participated in the teacher professional experience engaged in activities based on contemplative education to strengthen self-management competency. These activities consisted of: 1) Contemplative Mind, 2) Deep in Heart, 3) Storytelling and Sharing, 4) Practical Thinking, and 5) Presentation of Work (Production). All activities contributed to positive changes in various aspects, such as teachers and students having clearer life goals, increased self-esteem, greater awareness of emotions, thoughts, and feelings, and improved ability to manage self-stress more effectively.