Development of Learning Management Using Design Thinking Process and Teamwork to Enhance Innovation Creation Skills of Pre-service Teachers

Abstract

This study aimed to 1) develop a learning management model using the design thinking process and teamwork, 2) compare pre-service teachers' innovation creation skills assessed through three assignments, and 3) examine teamwork behavior during the learning management process. The sample consisted of 33 pre-service teachers majoring in Educational Technology and Evaluation at the Faculty of Education, Prince of Songkla University, obtained through cluster random sampling. Research instruments comprised a learning management plan, an innovation creation skills rubric assessment, a teamwork behavior assessment, and a semi-structured interview. Data were analyzed using mean, standard deviation, percentage, one-way repeated measures ANOVA, Bonferroni pairwise comparisons, and content analysis. The findings revealed that the developed learning management comprised five sequential steps: 1) Team Empathizing, 2) Team Problem Defining, 3) Team Ideating, 4) Team Prototyping, and 5) Team Testing and Evaluating, which was rated by five experts as highly appropriate (M = 4.56, SD = 0.45). Innovation creation skills differed significantly across all three assessments (F(2, 64) = 1093.84, p < .01, ηp² = .972), with mean scores progressively increasing from a good level (61.87%) to a very good level (85.92%), with all pairwise comparisons yielding statistically significant differences. Overall teamwork behavior was rated at an excellent level across all groups and dimensions (M = 66.15, SD = 2.20). Collectively, these findings demonstrate that integrating design thinking with teamwork provides an effective instructional approach for enhancing innovation creation skills and teamwork behavior among pre-service teachers.