The Effects of Integrating Contemplative Education Mentoring and Research-Based Learning on Changing Teacher Behavior and Development of Teaching Competencies of Thai Language Major Teacher Students

Abstract

This research has the following objectives 1) to study the effects of integrating the concept of Contemplative Education, Coaching and Mentoring and Research-Based Learning to change teaching behavior of the students and     2) to study the effects of integrating the concept of Contemplative Education, Coaching and Mentoring and Research-Based Learning to development of teaching competency of the students. The target group was twelve 4^th year students of Bachelor of Faculty Education in Thai major, who have had Teaching Profession practice in schools of academic year 2022, using the method of purposive sampling. Research methods consist of analytical procedures follow objectives by qualitative and quantitative research methods. Research results according to objective 1 are;       1) the results revealed that the results of integrating the concept of Contemplative Education, Coaching and Mentoring and Research-Based Learning have an effect on changing teaching behavior of the students in 6 aspects: attitudes toward the learners, preparation for teaching, teaching, using media and learning resources, interaction with learners both inside and outside the classrooms, and measurement and evaluation. Research results according to objective 2 are; the results of integrating the concept of Contemplative Education, Coaching and Mentoring and Research-Based Learning to development of teaching competency of the students in 4 domains: defining learning objectives, instructional design, learning measurement and evaluation and using instructional media. Considering the evaluation results of the 1st monitoring supervision, the quality was a moderate level and the 2nd time of monitoring supervision reached a very good level, with an average of 4.25 and standard deviation 0.93.