Development for Competency of Second Year Teacher Students Professional, Nakhon Pathom Rajabhat University

Abstract

The objective of this study was; 1) Development for competency of second year teacher students professional, Nakhon Pathom Rajabhat University. 2) Study guidelines for developing the competency of second year teacher students professional, Nakhon Pathom Rajabhat University. The research design used was descriptive research. The sample used in the research consisted of 265 second-year students in the Bachelor of Education program and 265 mentor teachers in the schools where the student teachers were practicing their teaching experience in the academic year 2023, was selected using Proportional stratified random sampling. The tools used in the research were quizzes a questionnaire. The statistics used in the research were frequency percentage, arithmetic mean, standard deviation and content analysis. The research findings revealed that: 1. Development of competence of first year student teachers at Nakhon Pathom Rajabhat University consists of 11 competencies: 1) Being a teacher's assistant 2) Designing and planning classroom learning management 3) Helping teachers apply digital technology in teaching management 4) Listening, speaking, reading, writing Thai and English 5) Have the right attitude towards the country and the teaching profession. 6) Help with school work without being asked. 7) Apply media to develop learning. 8) Help support students' learning. 9) Help teachers measure and evaluate learning outcomes 9) Help teachers measure and evaluate learning outcomes 10) Use the philosophy of sufficiency economy and use mindfulness in living life 11) Be patient, diligent, and eager to learn. When considering the competency level according to the opinions of the mentor teachers, it was found that the overall competency was at a high level (=4.29, S.D. = 0.47). When considering the competencies, it was found that all competencies were at a high level, ranked from most to least in 3 levels, namely, competency in helping with school work without having to be asked (=4.48, S.D.=0.53). Next are helping teachers apply digital technology in teaching (=4.45, S.D.=0.53) and being patient, diligent, and eager to learn (=4.36, S.D.=0.46), respectively. For the aspect with the lowest average score, it was the ability to listen, speak, read, and write Thai and English (=4.17, S.D.=0.54).          2. Guidelines for developing the competence of second-year teaching students found that the guidelines for developing the competence of second-year students consisted of 3 guidelines as follows: 1) The subject areas organized activities to enhance competence specific to each of the 16 subjects. 2) The Teacher Professional Experience Training Center drives activities to enhance all 11 competencies by monitoring, following up, and evaluating competencies for each grade level. The evaluation results are reported to all departments for further development of competencies. 3) The professional experience training unit during studies assigns work to students, provides advice and acts as a mentor in the training to become a teaching assistant in an educational institution, monitors and evaluates related competencies according to the criteria set by the university.