Development of pre-service teacher's production models to become professional teachers of Rajabhat University

Abstract

This research was conducted with a mixed research methodology, divided into two phases. Phase One involved conducting a quantitative data analysis, aiming to 1) analyze the teacher students’ competencies; 2) develop research instruments to assess needs necessary for developing the pre-service teachers; and 3) assess needs necessary for developing the teacher students competencies. Six hundred samples participated in this research, and the research instruments included teachers professional competency assessment forms. Phase two involved conducting a qualitative and quantitative data analysis aiming to 1) study approaches to and models for producing competency-based pre-service teachers; 2) develop the models for producing competency-based pre-service teachers of Rajabhat University; and 3) develop a manual for producing pre-service teachers to become professional teachers of Rajabhat University. The main informants were the supervisors, mentor teachers, pre-service teachers and school administrators. The research instruments included the interview forms, record forms, and appropriateness assessment form of the manual. The results of the research were summarized as follows:

1. 1. The results of the confirmatory factor analysis of student teacher competencies showed that the models were consistent with the empirical data ( c ² = 1465.121 df = 612 p= 0.000 GFI = 0.884 AGF = 0.844 RMR = 0.024 RMSEA = 0.048) and when considering the weights of the variables in the model, it was found that all the variables were statistically significant (p < 0.00 1), showing that the developed instrument had the structure as specified by the theory and could be used to reliably measure teacher student competencies;
2. 2. The results of the assessment of students' needs for competency development revealed that the first step was to conduct research relevant to students' problems. and create a network of cooperation with parents to support quality learning of students (PNI equal to 0.07);
3. 3. The results of the study of approaches to and development of the models for producing competency-based pre-service teachers should have the following formats: 1) Promote actual practice, 2) Promote organization of the teaching and learning process on the basis necessary for the competencies that need to be developed, 3) Promote participation in trainings, workshops, seminars or study tours; 4) Promote measurement and evaluation; 5) Promote research; 6) Promote organization of a coaching system (coaching; 7) Promote organization of learning environment; and 8) Promote network systems; and

          4. The results of developing a manual for producing pre-service teachers to become professional teachers revealed that the manual consisted of 8 main elements: 1) Origins and importance, 2) Aims, 3) Basic concepts, 4) Principles, 5) Competency framework, 6) Content structures, 7) Competency development process, and 8) Measurement and evaluation where the competency framework has the highest overall average of suitability (Mean=4.69, SD=0.67).