การพัฒนาสมรรถนะนักศึกษาครูต้นแบบตามกรอบ PTRU Model โดยใช้กระบวนการวิศวกรสังคมในพื้นที่นวัตกรรม จังหวัดศรีสะเกษ

Abstract

This research aimed to (1) examine priority needs for developing model student-teacher competencies based on the PTRU Model, (2) develop a competency enhancement model, (3) implement and test the model, and (4) synthesize practical guidelines for promoting the targeted competencies. The study employed a Research and Development (R&D) approach conducted in four phases. The implementation sample consisted of 55 student teachers selected through purposive sampling. Research instruments included a priority needs assessment questionnaire, a competency assessment form, and semi-structured interviews. Quantitative data were analyzed using mean, standard deviation, the modified Priority Needs Index (PNI modified), and paired-samples t-tests; qualitative data were analyzed using content analysis.

The findings indicated that the top three priority needs (PNI modified) were Facilitating Learning (0.633), Strategic Communication (0.516), and Digital Technology Utilization (0.499). The developed model integrated a six-step Social Engineer process: (1) goal setting, (2) activity/lesson planning, (3) pre-practicum training, (4) implementation in authentic contexts, (5) reflection for improvement, and (6) presentation and PLC-based scaling. The model was delivered through a 6-module, 30-hour training curriculum supported by five Social Engineer tools. The results of implementation showed that post-training knowledge scores were significantly higher than pre-training scores, and competency scores in all three domains significantly improved after participation at the .001 level.