Enhancing pre-service teachers in learning management competency by TPACK framework study and professional requirement

Abstract

Increasing attention has been placed in recent years to the improvement of learning management competency of pre-service teachers, yet many institutions where the teacher education programs offered have not been provided the effective guidelines. The purposes of this study were to examine the ability of the teaching practice and to propose the enhancement approach on learning management competency of pre-service teacher based on technological pedagogical content knowledge (TPACK) framework. Sample of the study included 385 pre-service teachers studying the fifth-year program at Faculty of Education, Ubon Ratchathani Rajabhat University, Thailand. A learning management competency questionnaire and semi-structured interview were administered to inquire the ability on learning management competency of pre-service teachers during the teaching practice at school. Statistics used for data analysis included frequency distribution, average, standard deviation, and content analysis. Results indicated that pre-service teachers expressed their teaching practices considered each aspect of teaching quality, results ranged from the highest to lowest level were the ability on learner-centered management ( =3.00, S.D.=0.77), the knowledge on teaching design ( =2.96, S.D.=0.72), the assessment and evaluation methods ( =2.95, S.D.=0.74), and the integration of technology ( =2.70, S.D.=0.78), respectively. Recommendations and suggestions were further discussed regarding the enhancement approaches proposed on improving learning management competency of pre-service teachers.

Fostering TPACK for Pre-service Teachers about Learning Management Competency into Professional Experiences

“…This research and development, the professional experiences program was developed by employing empirical data and document analysis related the competency-based professional experiences through TPACK concept. Program for pre-service teacher development in learning management competency through TPACK framework is developed through the previous study by Nithitakkharanon & Nuangchalerm (2022). The program promotes learning management of pre-service teachers' competency as well as professional teachers should have TPACK framework in classroom strategies (Table 1).…”

“…The notion of cooperation should be understood by pre-service teachers, and they should get the proper preparation. Four methods were used for developing learning management competency which reported and developed by Nithitakkharanon & Nuangchalerm (2022).…”

“…Mishra & Koehler (2006) proposed the concept of TPACK as a concept for integrating technology into the pedagogy process with additional content and knowledge to enable learners to learn well around the field. These are just a few suggestions to help develop new teachers and manage trainings effectively (Wang et al, 2018;Juhji & Nuangchalerm, 2020;Nuangchalerm, 2020;Nithitakkharanon & Nuangchalerm, 2022). Additionally, learning management systems make it easy to manage trainings and mentorship programs effectively.…”

The Desirable Characteristics of Industrial Teacher Education: A Delphi Study

“…Teachers should be able to analyze situations, utilize theoretical knowledge, and employ practical skills to address these issues effectively. Teachers can adapt their instructional strategies, modify their approach, and assist students in overcoming obstacles when they possess problem-solving skills (Nithitakharanon & Nuangchalerm, 2022;Polyiem & Nuangchalerm, 2022).…”

Components and Indicators of Digital Teacher Competency in Schools under the Provincial Administration Organization

“…Learning management in the 21 st century places great emphasis on the use of information and communication technology in conjunction with learner-focused pedagogical methods that are consistent with the nature of the material and the nature of the learner, so teachers in this era must have not only content knowledge and pedagogy knowledge but also knowledge of the application of technological knowledge (Mishra & Koehler, 2008;Nuangchalerm, 2020;Nithitakkharanon & Nuangchalerm, 2022). Teachers must be able to combine these three areas of knowledge and choose to use them accordingly.…”