A Model for Developing Active Learning Teaching Skills among Thai Pre-service Teachers

Abstract

Active learning has become an essential instruction approach for preparing learners with the knowledge and skills required in the 21st century, and structured professional development can help pre-service teachers develop the competencies needed to implement such approaches effectively. The purpose of this study was to develop a model for enhancing active learning teaching skills among pre-service teachers. The study employed a research and development design consisting of three phases: model development, implementation, and evaluation. The implementation phase (Phase 2) was conducted over a 16-week semester during the pre-service teachers’ teaching practicum. The resulting model consisted of four major components: workshop training, lesson planning, coaching and feedback, and reflection and sharing activities. The findings revealed that the developed model demonstrated the highest levels of appropriateness (M = 4.90) and feasibility (M = 4.94). Furthermore, the pre-service teachers achieved lesson-planning and teaching-skill scores significantly higher than the established criterion of 80% (p < .05). The model was also evaluated positively across the instruction, institutional, and behavioral dimensions of Hammond’s framework. The study contributes to teacher education by providing an evidence-based model for developing active learning teaching competencies among pre-service teachers during their teaching practicum.