A Development of Model Learning Loss Recovery for Teacher Training Experience Students Majors of Physical Education and Health Education of Kasetsart University
Article Sidebar
Main Article Content
Abstract
This research aimed to develop a model for learning loss recovery among teacher training experience students in the Physical Education and Health Education program at Kasetsart University. The sample consisted of 9 stakeholders, including 2 members of the teacher professional experience training center committee, 2 supervising instructors, 2 mentor or in-service teachers with experience in teaching Physical Education and Health Education, and 3 teacher training experience students in the Physical Education and Health Education program at Kasetsart University. The research instrument was an open-ended in-depth interview, with content validity ranging from 0.80 to 1.00. Data were analyzed using descriptive and narrative methods, along with visual representation.
The results revealed that the learning loss recovery model for teacher training experience students in the Physical Education and Health Education program at Kasetsart University consists of three main processes: (1) the conceptual framework, which includes input, process, and output used for model development; (2) learning outcomes, comprising five dimensions: personal characteristics, learning management in response to the policies of teacher education institutions and national policies, skills, knowledge, and Ethicss; and (3) the process for developing learning outcomes (PAHE), which aims to improve and develop learning loss and learning outcomes.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Critical thinking in journals is the right of the author. The Association of Health Education, Physical Education and Recreation of Thailand is not always required, to create diversity in ideas and creativity.
ความคิด ข้อวิพากษ์ในวารสารเป้นสิทธิของผู้เขียน สมาคมสุขศึกษา พลศึกษา และสันทนาการแห่งประเทศไทยไม่จำเป็นต้องเห็นชอบด้วยเสมอไป เพื่อให้เกิดความหลากหลายในความคิดและความสร้างสรรค์
References
คุณานนต์ ตันเจริญสุข, ลักษมี ฉิมวงษ์ และ อนันต์ มาลารัตน์. (2565). การเปรียบเทียบผลการฝึกโปรแกรมพลัยโอเมตริกที่มีต่อสมรรถภาพทางกายในนักกีฬา. วารสารสุขศึกษา พลศึกษา และสันทนาการ, 48(2), 195–205.
สุดาวรรณ วุฒิชาติ, ธีรนันท์ ตันพานิชย์ และนิรอมลี มะกาเจ. (2565). การพัฒนาทักษะการเคลื่อนไหวพื้นฐานในเด็กไทย. วารสารสุขศึกษา พลศึกษา และสันทนาการ, 48(2), 45–60.
Durongkaveroj, W. (2021). The impacts of the new normal in education on college students: A case study of Ramkhamhaeng University students. Economics and Public Policy Journal, 12(23), 36–54.
Kasetsart University. (2022). Measures to recover learning loss from the impact of coronavirus disease 2019 (COVID-19) for Kasetsart University students. Bangkok: Kasetsart University.
Langputeh, S., & Makeng, M. (2021). Trends of basic Islamic educational management in southern Thailand after the COVID-19 pandemic. Journal of Islamic Studies, Prince of Songkla University, 12(1), 1–13.
Mahidol University. (2021). Thai qualifications framework for higher education. Retrieved from https://quality.sc.mahidol.ac.th/tqf/
Office of the Education Council. (2022a). Learning recession recovery measures. Samut Prakan: SBK Printing.
Office of the Education Council. (2022b). Thailand education situation analysis 2022. Bangkok: n.p.
Office of the National Economic and Social Development Council. (2018). National strategy 2018–2037 (Summary). Retrieved from https://www.nesdc.go.th/
Poonsri, W. (2023). Problems in teaching professional experience training (Interview). Nakhon Pathom.
Secretariat Office of the Teachers’ Council of Thailand. (2023). Criteria and methods for testing and evaluating teachers’ professional competencies (2nd ed.). Retrieved from https://www.ksp.or.th/
Setkhumbong, T. (2022). Changing the learning environment in higher education to the new normal in the COVID-19 crisis situation. Rajapark Journal, 15(44), 1–13.
Srivachiraphat, P. (2022). Strategies for mitigating Thai students’ learning losses from online teaching and learning during the COVID-19 pandemic. Mahidol Integrated Social Science Journal, 9(1), 71–86.
Strategic Management Division. (2023). Kasetsart University action plan fiscal year 2023. Bangkok: Kasetsart University.
Suriya, D. (2022). Education management model for the new normal after the COVID-19 crisis. Journal of MCU Loei Review, 3(2).
Teacher Professional Training Experience Committee, Faculty of Education and Development Sciences. (2023). Action summary of teacher professional training. Nakhon Pathom: Kasetsart University.
The Secretariat of the Cabinet. (2022). Requirements issued under Section 9 of the Royal Ordinance on Public Administration in Emergency Situations, B.E. 2548 (No. 4). Retrieved from http://www.ratchakitcha.soc.go.th/
