Vol 8 No 3 (2021)
Articles

Area-Based Learning Approach to the Competency Development of Social Studies Pre-Service Teachers in the Chiangmai Education Sandbox Area, Thailand

Charin Mangkhang
Faculty of Education, Chiang Mai University, Thailand.
Chayanid Yimsawat
Faculty of Education, Chiang Mai University, Thailand.
Adisorn Nettip
Faculty of Education, Chiang Mai University, Thailand.
Nitikorn Kaewpanya
Faculty of Education, Chiang Mai University, Thailand.
Published July 29, 2021
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304 Views | 283 Downloads
Keywords
  • Area-Based learning approach, Learning management competency, Social studies pre-service teachers, Social studies learning innovation, Chiangmai education sandbox area.
Citations
How to Cite
Mangkhang, C., Yimsawat, C., Nettip, A., & Kaewpanya, N. (2021). Area-Based Learning Approach to the Competency Development of Social Studies Pre-Service Teachers in the Chiangmai Education Sandbox Area, Thailand. Journal of Education and E-Learning Research, 8(3), 264-271. https://doi.org/10.20448/journal.509.2021.83.264.271

Abstract

The purposes of this research were 1) to study the requirements for the competency development of social studies pre-service teachers in the Chiangmai Education Sandbox Area; 2) to develop a manual for the competency development of social studies pre-service teachers in the Chiangmai Education Sandbox Area; and 3) to study the results of the Area-Based Approach to the transversal competency development of social studies pre-service teachers. The study was descriptive and included 64 participants in total: 1) 33 school administrators, supervisors, and teachers; and 2) 31 social studies pre-service teachers. A volunteer sampling method was used. The research instruments included 1) a non-structured interview, 2) an assessment of the manual, and 3) an assessment of competency. In the data analysis, a content analysis was carried out and presented in description, and the quantitative data were analyzed to find means and standard deviation. The results of the study revealed the following: 1) The 4 main competencies schools require of the social studies pre-service teachers are: (1) content knowledge, (2) learning management, (3) engagement strategies, and (4) professional development. 2) A manual for the area-based approach was developed, consisting of 4 learning units in 4 steps referred to as the “AAAR Area-Based Approach”. It was judged to be very appropriate and effective. And 3) The results of the assessment of the perception of the social studies pre-services teachers regarding the area-based competencies in the Chiangmai Education Sandbox Area was at the ‘good’ level.

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