Applying the Concept of Learning Management in a Multi-lingual, Multicultural Society for Literacy of Students Entering the Teacher Production System for Educational Innovation area in Yala Province Metropolitan Administration

Abstract

The objectives of this research were to 1) develop a curriculum outside of school hours for education students, 2) establish a process for developing student teachers by utilizing the community as a learning area, and 3) identify guidelines for producing teachers suitable for managing learning in a multilingual and multicultural society in Yala Province. Action research methods were employed. The target group consisted of 30 early childhood education students, selected through specific criteria. They were required to have completed training in bilingual-multilingual education, volunteered to join the project, and engaged in teaching practice in an innovation area school in Yala Province. The research tools included questionnaires, interviews, and focus group discussions. The quality of the tools was verified by calculating the Index of Item Objective Congruence (IOC), with the questionnaire achieving an IOC value between 0.60 and 1.00. Data were collected and analyzed using frequency distribution and percentage calculations, alongside content analysis. The research results indicated that 1) the course outside class time consisted of 66 hours, 3 learning units, with an additional 80 hours allocated for self-study, 2) the process of developing student teachers through community-based learning involved                    2.1) community context group meetings,            2.2) studying the community context, 2.3) creating a video presentation of the community context, 2.4) utilizing data to identify issues for classroom research, and 2.5) conducting classroom research, and 3) guidelines for producing teachers suitable for managing learning in a multilingual and multicultural context in Yala Province included     1) fostering the spirit of being a teacher,               2) developing knowledge of language, religious, and cultural diversity, and 3) acquiring techniques for effective teaching.