An Effective Teacher Preparation Program Integrating Contemplative Education in Professional Teaching Experience Training: A Case Study of the Master of Education Program in Curriculum and Instruction (Teaching Profession Plan)

Abstract

The research objectives were to: 1) design an effective teacher preparation program, 2) implement and evaluate the program, and 3) assess students’ satisfaction. The research employed an R&D approach based on the 10:20:70 learning model and was conducted in two phases: program design and program implementation. The participants were 18 volunteer graduate students in Curriculum and Instruction, undertaking teaching internship courses in the 2023 academic year. Research tools comprised of the program itself, observation forms, reflective journals, learning design assessment forms, self-assessment forms, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, and content analysis.

Findings showed that: 1) the program consisted of five components including principles, objectives, activity structure, learning management process, and evaluation. The program was rated by experts at highly appropriate level (x̅=4.23). 2) The implementation results indicated that; 2.1) students gained strong understanding of contemplative education and actively participated in all activities, 2.2) students demonstrated an improvement in the professional learning design across 40 learning activities. The most frequent types of activities involved Head-Heart-Hand, Celtic Wheel of Being, and teamwork, 2.3) students reported high perceived in changing to effective teacher (x̅=4.43). and 3) Students’ overall satisfaction with the program was at high level (x̅=4.30).