DEVELOPMENT DIGITAL MEDIA TO PROMOTE IN-SERVICE TEACHERS AND PRE-SERVICE TEACHERS IDENTITY TOGETHER WITH COMMUNITY BASED ON THE CONCEPT OF HOLISTIC HUMAN DEVELOPMENT
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Abstract
This research aims to 1) develop and evaluate the quality of digital media to promote the identity of teachers and pre-service teachers in communities according to the holistic human development approach, with an effectiveness criterion of 80/80; 2) compare the identity of teachers and pre-service teachers before and after the development through digital media; and 3) study the knowledge transmission process for developing teachers' cognitive and social identities. The participants included 150 in-service teachers and 60 pre-service teachers selected through cluster sampling. Data were collected through questionnaires, interviews, and observations, which were validated for reliability and validity. The data were analyzed using descriptive and inferential statistics, and content analysis was conducted to synthesize data from the interviews and observations. The results revealed that: 1) The development of digital media utilized the ADDIE Model, which consists of five stages: analysis, design, development, implementation, and evaluation. The evaluation results showed that teachers and teacher trainees improved their identity, with the E1/E2 efficiency ratio (Process Efficiency and Outcome Efficiency) exceeding the predetermined effectiveness criteria (80/80) in all groups. 2)The post-development identity scores were significantly higher than the pre-development scores, with significant differences between teachers and pre-service teachers. Teachers demonstrated higher identity scores than pre-service teachers, indicating that digital media differentially impacted identity development in each group. 3) The knowledge transmission process for developing teachers' cognitive and social identities included key elements are Community-based planning, integration of academic knowledge and practical experience, the use of digital media and technology, knowledge exchange through a mentoring system, skill development through collegial supervision, reflective thinking, and linking learning with the community.
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