The Development of Blended Training Activities on the Instructional Design in Local Art and Culture Heritage Conservation According to Teachers Council’s Teaching Professional Competency Assessment Criteria for Pre-Service Teachers: Social Studies Program

Abstract

This research seeks to examine fundamental information regarding the design of teaching and learning for the preservation of local cultural heritage, in accordance with the Teachers Council of Thailand's framework for evaluating the professional competence of social studies educators. The research utilized a focus group comprising five specialists, selected through a targeted selection process. The qualitative method involved data collection through document synthesis and focus group talks. The instruments for data gathering included data recording sheets and interview guidelines. The data were examined by content analysis and inductive analysis.

The research findings indicate that the existing national education policy mandates that the primary responsibility of educators and educational institutions is to preserve, perpetuate, and sustain local cultural heritage by integrating it into educational management. Consequently, social studies educators must possess the ability to develop instructional strategies that promote the preservation of local cultural heritage, aligning with specific indicator behaviors of professional competence as outlined in the 2021 Teacher Professional Standards regarding work performance and conduct. The objective of the program is to enhance the capacity to construct educational experiences for the preservation of local cultural heritage in accordance with the Teachers Council of Thailand's framework for evaluating social studies teacher professional competence based on 10 indicator behaviors. Five tiers of quality are established based on the Teachers Council's standards for assessing teacher professional competence. Effective recommendations for creating blended training events must consider the learning methodologies of higher education students, which prioritize experiential learning, self-direction, and professional responsibilities.