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Tasnee Wongkam
Anucha Kornpuang
Sathiraporn Chaowachai
Pakorn Prachanban


The purpose of this research was to develop essential competencies of student teachers (ECST) in the closed system teacher production project. The research method is divided into 2 steps: 1) Analyzing the components of competencies by synthesizing documents, interviewing 6 experts, and using the questionnaires for 400 closed system graduated students. Data was analyzed using linear structural relationship model method and study guidelines for developing competencies by interviewing 6 experts. 2) Creating and examining the model by using the data from step 1 to create a draft and examine the appropriateness and feasibility by 6 experts. The result showed that; 1) there are 6 competencies as follows : (1) adapting the philosophy of the sufficiency economy to the student’s learning, (2) supervision to help individuals and inspire their potential to the fullest, (3) learning management and use of technology, (4) research and teaching development, (5) education management network creation and preserve local wisdom, and 6) ethical and world citizen self-development. The confirmatory factor analysis showed a chi-square value of 444.949, df value of 399, p-value of 0.0558, RMSEA value of 0.017, CFI value of 0.997 and TLI value of 0.995. The teacher competency development guidelines consist of 4 parts: the development method, the development process, the role of the developer, and the role of the target. And 2) the ECST model in the closed system teacher production project consist of 3 components: (1) development direction, (2) development guidelines, and (3) development result. The appropriateness and feasibility were at the highest level.

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How to Cite
Wongkam, T., Kornpuang, A. ., Chaowachai, S. ., & Prachanban, P. (2024). THE MODEL OF TEACHER’S COMPETENCY DEVELOPMENT FOR TEACHER PREPARATION IN CLOSED SYSTEM PROJECT. Journal of Education and Innovation, 26(1), 163–176. Retrieved from
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