A Study of the Results of Using EDPROT MODEL in Teaching and Learning of Graduate Diploma Program in Teaching Profession at Faculty of Education, Chiang Mai Rajabhat University
Article Sidebar
Main Article Content
Abstract
The purposes of this research were to study the problems in teaching and learning of Graduate Program in Teaching Profession, and to examine and improve the use of EDPROT MODEL in teaching and learning of Graduate Diploma Program in Teaching Profession. The research samples were 30 lecturers and 60 graduate diploma students. The instruments for data collection were EDPORT MODEL guideline of teaching and learning, questionnaires, and competency assessment forms.Data was analyzed by content analysis and analytical statistics; frequency distribution, percentages, mean, standard deviation and Pearson Correlation Coefficient.
The results found that the teaching and learning environment in the graduate diploma program was divided into 6 components with the highest students’ satisfaction with curriculum and laboratory. Additionally, the students were also significantly satisfied with facilities and learning resources, administration, teaching practice, and student support services. The results of using EDPROT MODEL in teaching and learning of Graduate Diploma Program in Teaching Profession revealed that the student’s learning outcomes have significantly improved. the students have also developed the desired characteristics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Chiang Mai Rajabhat University. (2019). Strategy of Chiang Mai Rajabhat University for Local Development, 20 Years (2017-2036). Chiang Mai: Chiang Mai Rajabhat University. Copies of documents. (in Thai)
Faculty of Education, (2018). Education News “EDPROT Model”. Chiang Mai: Chiang Mai Rajabhat University
Faculty of Education, (2019). Teaching and learning by using the “EDPROT Model”. Chiang Mai: Chiang Mai Rajabhat University. (in Thai)
Freshwater, D. & Stickley, T. (2008). The heart of the art: emotional intelligence in nurse Education. Nursing Inquiry. 11(2), 91–98.
Maw, H. W. & Maw, H. E. (1965). Attempt to give the concept of curiosity. Journal of Personality, 33(38), 22-98.
Schon, D.A. (1983). Reflection: a necessary but not sufficient condition for professional development. British Educational Research Journal. 19(3), 29-30.
Seymour, P. (1999). A version of this article appeared. in Time magazine’s special issue onThe Century’s Greatest Minds. 196(20), p.105.
Wiratchai, N. (1999). Lisrail Model: Analytical Statistics for Research. (3rd printing). Bangkok: Chulalongkorn University Printing House. (in Thai)
Yamsang, C. (2015). Knowledge content and competence according to the standards of teaching professional knowledge of students in the Graduate Certificate Program in Teaching Profession College of Education Dhurakij Pundit University. Bangkok: Dhurakij Pundit University. (in Thai)
Yeannoowong, K. & Kajornsin, B. (2019). Evaluation of Graduate Diploma Program in Teaching Profession College of Philosophy and Education, Saint John’s University. Bangkok: College of Philosophy and Education St. John's University. (in Thai)