The Development of a Literature Instructional Model Based on a Critical Theory to Enhance the Critical Reflection Ability and Literature Instruction Design Ability of Student Teachers

Abstract

The objective of this research was to develop a literature instructional model based on the critical theory to enhance the critical reflection ability and literature instruction design of student teachers. The research methodology included four steps: 1. The study on the literature instructional problems at the higher education and high school levels, and the guidelines for applying the critical theory to literature instruction; 2. the creation and verification of the quality of the model; 3. the study on the result of using the model, and 4. the assessment and improvement of the model. The sample group comprised 15 third-year student teachers from the Thai Language Program, Nakhon Pathom Rajabhat University. The research tool involved the critical reflection ability assessment form and the literature instruction design ability form. The total trial period was 53 hours. Statistics used to analyze the collected data were percentage, mean, standard deviation (SD), t-test (Dependent) , and content analysis. The research results illustrated that: 1) All steps of the instructional design focused on the teacher-centered method rather than the learner’s thinking process. Moreover, the instructional media were not the literature content and the learning atmosphere did not allow for the expression of thought, which were the literature instructional problems at the higher education and high school levels. The guidelines for adapting the critical theory to literature learning were suggested, which included the determination of the teaching objectives, the activities that focused on the discussion, the reflection of thought in the focus group and whole class, the use of the contrast content, and the determination of the learner and teacher roles to organize the learning activities.  2) The developed model consisted of six components, which were principle, goal, learning process, learner and teacher roles, factors of success, and performance measuring and evaluation. It was found that the overall appropriateness of the developed model was at a high level ( = 4.47, S.D. = 0.36). The efficiency was 78.52/77.42. 3) As for the enhancement results of the critical reflection of the student teachers at Rajabhat University, the ability of the student teachers after implementing the literature instruction based on the critical theory was higher than that before the implementation with a statistical significance of .05, and overall was at the judgment level ( = 11.20). Furthermore, the overall literature instructional design ability was at a high level ( =  2.84, S.D. = 0.66). 4) The opinions of the relevant people who used the model indicated that the model enhanced rational and deliberate thinking, and initiated a new perspective of the reading literature. Consequently, when it was applied to the literature instructional design, new and interesting content was presented. It also initiated the review, verification, and integration of the instructional model and instructional techniques in teaching and learning. Nevertheless, the improvement of the content review before the critical questioning, the adding critical question, the roles of the esthetic researcher, the appropriate workload for the duration should be processed, and the making title in the learning log more clear.