Research and Development on Enhancing the Quality of New-Generation Teacher Preparation in Northeastern Thailand toward Educational Innovation for Future Classroom

Abstract

This research article aimed to 1) develop the innovation skills of new-generation teachers in Northeastern Thailand through the use of an instructional model that promotes innovation skills; and 2) investigate the educational innovations created by these teachers after applying the model. The study was conducted in four phases: Phase 1 involved studying the foundational data and identifying the needs for developing innovation skills among new-generation teachers; Phase 2 focused on developing and validating the instructional model to enhance innovation skills; Phase 3 implemented the model with the target group; and Phase 4 evaluated the outcomes of the model’s implementation. Research instruments included observation forms, questionnaires, and interviews. The target group consisted of 140 new-generation teachers in the Northeastern region, including both student teachers and newly appointed teachers, selected through purposive sampling.

The findings revealed that: 1) The overall innovation skills of the new-generation teachers improved to a high level after participating in the instructional model. Specifically, skills in idea presentation, contextual interpretation, reflective thinking, and success evaluation were rated at a high level, while skills in idea generation and collaboration were at a moderate level. 2) The educational innovations developed by the teachers primarily focused on the creation of new instructional media integrated with modern educational technologies and engaging pedagogical concepts. These innovations took three main forms: (1) instructional media for large groups, (2) instructional media for small groups, and (3) individualized instructional media. Each type of media included new conceptual teaching materials, user manuals, online learning links, and instructional plans.