Development of a Training Course Curriculum for Enhancing the Brain-Based Instructional Management Competencies in order to Invent the Language Ability of Students for Elementary School Teachers

Abstract

          The purposes of this research were to 1) to investigate the brain-based instructional management competencies in order to invent the language ability of students, 2) to develop a training curriculum, and 3) to examine the results of implementing the developed training curriculum. The study procedure comprised 3 steps: 1) examining the competencies; 2) developing a training curriculum; and 3) experimenting and examining the results of experimenting in using the training curriculum through employing a one-group pretest-posttest design from the sample of 36. Both quantitative and qualitative data were analyzed. The results of this research revealed that: 1) All the developed competencies were appropriate and feasible at the highest level comprising  13 competencies, 37 competency indicators: 1.1 knowledge competencies consisting of 5 competencies, 20 competency indicators; 1.2 skill competencies consisting of 5 competencies, 11 competency indicators; and 1.3 attribute competencies consisting of 3 competencies, 6 competency indicators. 2) The developed training curriculum comprised 8 components: background, principles, aims, essential competencies, structure of contents activities, media and sources of learning and measurement including evaluation. 3) The results of implementing the training curriculum were as follows. 3.1) The knowledge competency after training was significantly higher than that before the treatment at the .05 level. 3.2) The teacher’s skill competency after training was at the highest level and was significantly higher than the criterion set at 3.51 at the .05 level. 3.3) The teacher’s attribute competency after training was significantly higher than that before the treatment at the .05 level. 3.4) Teachers’ satisfaction with the training curriculum application was at the highest level and was significantly higher than the criterion set at 3.51 at the .05 level. And 3.5) Students’ satisfaction with teacher’s instruction was at the highest level and was significantly higher than the criterion set at 3.51 at the .05