CREATING PRE-SERVICE TEACHERS? ENGAGEMENT IN AN ACTIVE LEARNING JOURNEY WITH PROJECT-BASED LEARNING TO BECOME EFFECTIVE TEACHERS

Kittisak Laksana (), Kanrawee Busayanon () and Yasa Mahamarn ()
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Kittisak Laksana: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University
Kanrawee Busayanon: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University
Yasa Mahamarn: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University

No 9612122, Proceedings of Teaching and Education Conferences from International Institute of Social and Economic Sciences

Abstract: A primary goal of teacher preparation programs is to develop pre-service teachers? ability in applying the teaching knowledge and skills they learn in real classrooms in varying community, school, and classroom contexts. Upon developing these abilities, pre-service teachers can help their students successfully acquire knowledge. The present study aims to investigate the extent to which project-based instruction can enhance the ability to develop teaching materials among pre-service Social Studies teachers currently studying at an open-admission university in Thailand. The same subjective test was administered to a sample of 30 participants before and after the study and was scored using an analytic rubric. The pre-test and post-test data were analyzed via a paired sample t-test, which revealed that participation in project-based instruction resulted in the pre-service Social Studies teachers? improved ability to develop teaching materials, both overall and for each specific criterion, at a statistical significance level of .01.

Keywords: Instructional media; pre-service teachers; project-based learning; social studies (search for similar items in EconPapers)
JEL-codes: I29 (search for similar items in EconPapers)
Pages: 8 pages
Date: 2019-10
New Economics Papers: this item is included in nep-sea and nep-ure
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Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 224-231

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