Preparing preservice teachers for professional engagement is important for teacher education and has received much attention over the past decades. Therefore, finding effective training and coaching to improve the professional skills of preservice teachers (PSTs) is of great importance. This study developed a proactive online training program (POTP) based on a model of work-integrated learning (WIL) activities and teacher education. The objective was to evaluate the effectiveness of the POTP in improving PSTs’ professional skills. The participants consisted of 83 PSTs in an education program from two universities in Thailand. This study comprises three phases: phase I, the development of the POTP; phase II, a quasi-experimental study with a pretest-posttest design; and phase III, a focus group discussion. The findings demonstrated that PSTs in the group in which the POTP was implemented exhibited increased professional skill development compared to the PSTs in the control group, i.e., without the POTP. Analysis from the focus group confirmed that participants gained knowledge and satisfying online tools, and they were found to have better skills. They also revealed that the POTP not only improved professional skills but also enhanced the inspiration and confidence of the PSTs and supported their life and career goals and preparation. Therefore, educators, practitioners, and policymakers involved in pedagogical content knowledge development in teacher education programs can apply the POTP and assessment models proposed in this work to develop essential soft skills for PSTs and to better prepare them for their careers as teachers in the 21st-century digital era.
Currently, the role of women to participate and promote peace and harmony is as an essential matter and become a new challenging for them. Especially in the 21st century, women have much more opportunity to be educated, to gain more knowledge in order to improve their life and society as well as they have more beautiful chance to promote peace and harmony for well-beings. However, to be strengthen on promoting peace and harmony in the messy society and cleavage in different religions. Thus the new effective education is as a key important to cope these challenging. Therefore this paper would present the concept of new challenging program of 21st century women education to promote peace and harmony (NCPCWEPPH). The fundamental of NCPCWEPPH is to integrate knowledge of peace and harmony to higher education students’ learning courses, continue practice and cultivate themselves from the beginning of studying until graduation, furthermore learn how to promote peace and harmony in to different societies, cultures, believe and religions.
Presently, Thai higher education institutions are more aware of the continualreducing numbers of higher education admission of Thai students which is lowerthan the provided seats in universities. Hence, the students’ Public Relations andRecruitment Strategies (PRRS) are considered to be the necessary strategies tosolve this difficult situation especially in the new challenges of ASEAN openingcommunity and the 21st century era. Therefore, “A study of university students’PRRS for ASEAN opening community and the 21st century” was conducted. Thepurposes of this research were to 1) study the important channels of PRRS and 2)provide the effective strategies of PRRS in this era. The survey research wasconducted by using the seven main indicators as a tool of research to search thePRRS information on the websites of 27 Thai Autonomous Public Universities(TAPU). The data of each indicator were analyzed in to percentage and orderedthem. The findings show that mostly TAPUs provided the important channels ofPRRS such as online admission application form, electronic posters, Facebook, callcenters, radio, and Youtube. Hence, it was recommended that the Memorandum ofUnderstanding (MoU) strategy should be utilized for this era as well.
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