The Development of Lesson Study Collaborative Learning Model to Enhance Learning Management ability for Students Teacher
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Abstract
The study aimed to develop the lesson study collaborative learning model to enhance learning management ability of student teachers. It consisted of four steps: 1) studying the conditions, problems of learning management, and method of promoting, 2) creating and examining the quality, 3) studying the results of trialing, and 4) evaluating the application of the method. The set of samples was fifth year student teachers 3 people. The research tools were the knowledge and understanding evaluation forms and the assessment forms of learning management abilities of student teachers. The statistics used for data analysis were percentage, mean, standard deviation and content analysis. The results revealed as follow: (1) For the conditions of learning management problems and the method of, it was found that there was no preparation and collaboration among university supervisors, associate teachers, and student teachers. The student teachers had no chance to meet up and to plan collaboratively before the student teaching practice. They had no chance to meet up and to plan. (2) For the method of promoting lesson study collaborative learning management abilities of student teachers, the researcher generated it with five elements: 1) background, 2) method, 3) objective, 4) teaching and learning process, and 5) assessment and evaluation Systematically 2 cyclical through lesson study process that involves 4 steps: 1) goal-setting and Planning 2) teaching the lesson 3) classroom observation and note and 4) Reflect/ Revise.The results of quality analysis for the format together with the manual of collaborative learning method were in the high level of appropriateness. (3) The student teachers were 44.05% of generally developed at the high level. (4) The results showed with three aspects: Input factor: it was found that learning plans, learning resources, and learning evaluation/assessment forms helped student teachers gain knowledge. Process: the method facilitated the work collaboration among university supervisors, associate teachers, and; developed their own teaching. Product: student teachers has knowledge organize teaching and learning activities enhancing students’ more effective learning.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
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