Curriculum Curriculum Development to Enhance Pre-service Thai Language Teachers’ Learning Management Competencies through Active Learning

การพัฒนาหลักสูตรส่งเสริมสมรรถนะการจัดการเรียนรู้โดยใช้การจัดการเรียนรู้เชิงรุกสำหรับนักศึกษาครู สาขาวิชาภาษาไทย

Abstract

This study aimed to 1) develop and examine the quality of a curriculum designed to enhance learning management competencies through active learning pedagogy for Thai language pre-service teachers; and 2) investigate the effects of implementing the developed curriculum. The curriculum was implemented with 26 fourth-year Thai language pre-service teachers from the Faculty of Education, Lampang Rajabhat University. Academic Year 2025. The intervention was conducted over a total duration of 16 hours. The main research instruments were: a competency development curriculum for learning management using active learning for pre-service teachers in Thai language education, supplementary materials for the competency development curriculum for learning management using active learning for pre-service teachers in Thai language education, and a learning management competency assessment tool. Data analysis was conducted using mean calculation and percentage.

          The findings indicated that:

1. The overall quality and appropriateness of the curriculum were rated at a very high level, while the supporting instructional materials were also evaluated at a very high.
2. After the implementation of the curriculum, the pre-service teachers demonstrated learning management competencies at an excellent level overall.

          Furthermore, the development of learning management competencies among Thai language student teachers should employ a competency-based curriculum alongside active learning. This involves a process ranging from curriculum design and activity organization to measurement and evaluation, all while taking into account the context of the content, language, culture, and learners. This approach ensures they can apply their knowledge effectively in actual teaching practice.