THE STUDY OF TECHING AND LEARNING MANAGEMENT APPOARCHES FOR TEACHER’S LICENSE TEST BACHELOR OF SCIENCE IN TECHNICAL EDUCATION

Abstract

This research aimed to study the instructional management approaches in a professional certification course for prospective teachers and develop an instructional management model for such courses. The research process began with an exploration of current instructional management practices in teacher education courses. Factors related to instructional management were investigated through surveys conducted with education faculty instructors. Research tools and instructional models were developed, and experimental models were implemented with a purposive sample of 20 third-year students enrolled in a Research for Learning Development course in the academic year 2022.

The survey responses from faculty instructors regarding current instructional management methods in educational courses revealed a diverse range of teaching approaches. The top three methods identified were: 1) Discussion-based teaching, 2) Active learning approaches, and 3) Coaching-based instructional management, the study focused on aligning course content with examination blueprints and incorporating relevant materials to enhance student comprehension, the top three responses from survey participants were: Alignment of course content with the assessment framework integration of content into the assessment framework provision of sample exam questions along with the teaching process the experimental application and assessment of learning outcomes showed that post-instruction test scores were higher than pre-instruction scores. Therefore, the instructional management model was found to be effective based on the assessment of teaching and training sets using the KW#3 method, with a score of 73.11/61.11 surpassing the efficiency threshold of 70/60 as determined by the KW#3 method.