The Course of Development Model to Enhance Teacher Competency According to Professional Standards | [Pakistan Journal of Life and Social Sciences • 2025]

Author(s):

1. Wasita Neerapan: Faculty of Education, UdonThani Rajabhat University,,Thailand

Abstract:

This study investigates the effectiveness of a novel course development model designed to enhance teacher competency in alignment with professional standards. The research employs a mixed-methods approach, combining quantitative surveys with qualitative interviews and observations. A sample of 150 pre-service teachers from three universities in Thailand participated in the study. The findings reveal that the proposed development model significantly improved teachers' competencies across multiple domains, including pedagogical knowledge, classroom management, and professional ethics. Notably, participants demonstrated a 35% increase in their ability to align lesson plans with professional standards. The study concludes that the course development model offers a promising framework for enhancing teacher preparation programs and recommends its integration into teacher education curricula.

Page(s): 5666-5675

DOI: 10.57239/PJLSS-2025-23.1.000442

Published: Journal: Pakistan Journal of Life and Social Sciences, Volume: 23, Issue: 1, Year: 2025

Keywords:

Teacher Competency Professional Standards Course Development Teacher Education MixedMethods Research

References:

[1] .2011 .Australian Professional Standards for Teachers. Melbourne: Education Services Australia., : .

[2] Braun V.,Clarke V. .2006 .Using thematic analysis in psychology. , 3(2) : 77-101.

[3] Cochran-Smith M. .2015 .Teacher education reform in the United States: Where's the field turning. Journal of Curriculum Studies, 47(6) : 756-762.

[4] Darling-Hammond L. .2006 .Constructing 21st-century teacher education. Journal of Teacher Education, 57(3) : 300-314.

[5] Darling-Hammond L.,Bransford J .2005 .Preparing teachers for a changing world: What teachers should learn and be able to do. , : .

[6] Darling-Hammond L.,Burns L.,Campbell C.,Goodwin A. L.,Hammerness K.,Low E. L.,K. E. L. .2017 .Empowered educators: How high-performing systems shape teaching quality around the world. , : .

[7] Department .2011 .Teachers' Standards: Guidance for school leaders, school staff and governing bodies. , : .

[8] Dicke T.,Elling J.,Schmeck A.,Leutner D. .2015 .Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48 : 1-12.

[9] Faikhamta C.,Ketsing J.,Tanak A.,Chamrat S. .2018 .Science teacher education in Thailand: a challenging journey. Asia-Pacific Science Education, 4(1) : 3.

[10] Forzani F. M. .2014 .Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65(4) : 357-368.

[11] Grossman P.,Hammerness K.,McDonald M. .2009 .Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2) : 273-289.

[12] Hammerness K.,Klette K. .2015 .Promoting and sustaining a quality teacher workforce. , : 239-277.

[13] Hobson A. J.,Ashby P.,Malderez A.,Tomlinson P. D. .2009 .Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1) : 207-216.

[14] Körkkö M.,Kyrö-Ämmälä O.,Turunen T. .2016 .Professional development through reflection in teacher education. Teaching and Teacher Education, 55 : 198-206.

[15] Korthagen F. A. .2010 .Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1) : 98-106.

[16] Lim K. M.,Lee D. P. L.,Goh K. C.,Ling L. L. S. .2014 .Teacher education in Singapore: Reviewing policy and practice. , : 191-207.

[17] Maxwell B.,Tremblay-Laprise A. A.,Filion M.,Boon H.,Daly S. .2016 .A five-country survey on ethics education in preservice teaching programs. Journal of Teacher Education, 67(2) : 135-151.

[18] Nguyen X. T.,Goodwin A. L. .2017 .Quality of teacher education and learning. , : 221-236.

[19] Sachs J. .2016 .Teacher professionalism: Why are we still talking about it? Teachers and Teaching. , 22(4) : 413-425.

[20] Schön D. A. .1983 .The reflective practitioner: How professionals think in action. , : .

[21] Shulman L. .1987 .Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1) : 1-23.

[22] Zeichner K. .2010 .Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2) : 89-99.

Citations

Downloads

Views