The Development of a Knowledge Management Model to Enhance Professional Teaching Competencies of Students in Dance Education and Music Education Programs at Colleges of Dramatic Arts in Northeastern Thailand

Abstract

This research article aimed to: 1) examine the existing conditions of professional teaching competency enhancement; 2) develop a knowledge management–based instructional model for strengthening professional teaching competencies; and 3) evaluate the effects of implementing the developed model on the professional teaching competencies of students enrolled in Dance Education and Music Education programs at Colleges of Dramatic Arts in Northeastern Thailand. A research and development (R&D) methodology was employed, comprising three sequential phases. The participants included administrators, curriculum instructors, professional teacher education lecturers, and undergraduate students during the 2024 academic year. Purposive sampling was applied across all phases of data collection. Research instruments consisted of semi-structured interviews, focus group discussions, competency evaluation forms, and professional teaching competency tests. Data were analyzed using descriptive statistics (mean, percentage, and standard deviation) and inferential statistics through a t-test.

The research found that:

1. Stakeholders demonstrated a high level of awareness and recognition of the importance of professional teaching competencies, particularly in instructional management, learner communication, instructional planning, and professional ethics. There was a strong demand for systematic integration of theoretical knowledge with practical application in authentic teaching contexts.
2. The developed knowledge management model, entitled “Good Teachers Must Have BEAT,” comprised four interconnected stages: (B) Brief the Issue, focusing on identifying key learning challenges and defining instructional themes; (E) Envision the Plan, emphasizing collaborative instructional planning through movement and musical expression; (A) Articulate with Community, highlighting knowledge sharing and collaborative learning within artistic communities; and (T) Transfer into Action, which involved applying and demonstrating knowledge through performance-based and practice-oriented activities.
3. The results of the professional teaching competency assessment revealed that students’ overall competency levels met the established criteria prior to the intervention. Furthermore, the professional teaching competency test scores showed a statistically significant difference at the .05 level between pre- and post-implementation phases. The findings suggest that the BEAT knowledge management model effectively supports the systematic development of professional teaching competencies among dance and music education students and may serve as a practical framework for teacher education programs in arts-based institutions.