DEVELOPMENT OF AN INSTRUCTIONAL MODEL BASED ON COGNITIVE COACHING APPROACH AND COMMUNITY OF PHILOSOPHICAL INQUIRY APPROACH TO PROMOTE REFLECTIVE THINKING OF STUDENT TEACHERS

Abstract

This research aimed to 1) Develop and evaluate the quality of a learning management model based on the Cognitive Coaching Approach combined with the Community of Philosophical Inquiry Approach, and 2) Study the effectiveness of the developed learning management model by comparing and studying the level of reflective thinking ability. The target group was educational experts and pre-service teachers. The research instruments included a model component consistency assessment form and a reflective thinking ability test. The research was conducted using a research and development process. Data were analyzed using a summary of key points and descriptive statistics, including percentages, means, and standard deviations. Inferential statistics were used to test hypotheses with the Friedman and the Wilcoxon Signed-Rank tests for pairwise differences. The research results revealed that 1) The developed learning management model had complete components, with four main teaching steps: reviewing prior beliefs, searching for new approaches, presenting findings, reviewing practices, and defining conditions for model implementation. The experts assessed the model quality consistency index at a range of 0.83 - 1.00, evaluating the model's suitability at the highest level. 2) The learning management model's effectiveness revealed that pre-test teachers' reflective thinking ability increased continuously with statistical significance from before, during, and after the test. Furthermore, a comparison of competency levels revealed that pre-test teachers were at the lecturing level, during the technical level, and after the test, demonstrating continuous development of pre-test teachers and demonstrating that the developed learning management model was clearly statistically effective. Furthermore, a comparison of competency levels revealed that pre-test teachers were at the lecturing level, during the technical level, and after the test, demonstrating continuous development of pre-test teachers and demonstrating that the developed learning management model was clearly statistically effective.