CURRICULUM DEVELOPMENT FOR TEACHER STUDENTS’ LEARNING MANAGEMENT TO ENHANCE CRITICAL AND READING SKILLS USING TASK - BASED LEARNING AND COACHING APPROACH

Abstract

This research aimed to 1) to study general information and requirements of developing course and manual of training and developing ability of learning management of student teacher and to reinforce critical reading skill and critical thinking of students; the Task Based Learning and Coaching Approach were applied. 2) To design and develop course and manual of training and developing ability of learning management of student teacher and reinforce critical reading skill and critical thinking of students; the Task Based Learning and Coaching Approach were applied. 3) to test to use the course and manual of training and developing ability of learning management of student teacher and reinforce critical reading skill and critical thinking of students; the Task Based Learning and Coaching Approach were applied. 4) to evaluate and improve course and manual of training and developing ability of learning management of student teacher and reinforce critical reading skill and critical thinking of students; the Task Based Learning and Coaching Approach were applied. 5) to study ability of critical reading skill and critical thinking of students; the Task Based Learning and Coaching Approach were applied. The samples in training are 5th year student teacher of Thai teaching program, Faculty of Education, Silapakorn University 28 persons. The samples that follow coaching were5th year student teacher of Thai teaching program, Faculty of Education, Silapakorn University 6 persons from purposive sampling process. The student in Mattayom 2 who are learning in 2nd semester, academic year 2016 for 233 persons; the purposive sampling process was used. The tools which were used in this research were courses and manual of training, learning management plan of TBL concept, measurement of understanding about learning management, measurement of critical reading and critical thinking, evaluation of ability of writing plan of learning management and evaluation of learning management. The quantitative information was analyzed by using mean (xˉ) and standard deviation (S.D). The t-test dependent was done. The qualitative information was analyzed by content analysis. The result of research were as following

1.The analysis of general information and requirement from analyzing document, interview and small group discussion was found that training courses were really necessary to develop student teacher. It consisted of principle, objective, content, activity, media and equipment and measurement and evaluation.

2. Draft training course conformed to overall and got mean (xˉ) at 4.60 and standard deviation (S.D.)was 0.43 and had most accordance. The draft training course was suitable to overall and had mean (xˉ) at 4.65 and standard deviation (S.D.) was 0.47 and was most suitable. It consisted of 4 modules which were 1st module : reading skill… the bridge to success, 2nd module : thinking skill…reach the goal, 3rd module: Task Based Learning…concept which focused on operation and 4th module : good learning management plan….leads theory to practice

3.Testing the training course was found that student teacher had post training of knowledge and understanding about learning management better than pre training with statistical significance at .05. The ability of writing learning management plan and overall of every school with mean (xˉ) at 4.48, standard deviation (S.D.) was0.72. Therefore, it showed the ability of writing learning management was much level. The ability of learning management of every school had mean (xˉ) at 4.58 standard deviation (S.D.) was 0.26. Therefore, it showed the ability of learning management was much level

4. The evaluation of course was found that it helped to develop student teacher to have higher ability of learning management and served the requirement of people who need to get training in both theory and practice session. There were exchanging knowledge and provide opportunity for people to show their opinion.

5. The ability of critical reading skill and critical thinking skill of student with Task Based Learning and Coaching Approach of post learning was higher than pre learning with statistical significance at .05.