THE EIGHT PERSPECTIVES OF THE COOPERATIVE PEDAGOGY AND TEACHING INTERNSHIP TO LEVERAGE THE COMPETENCIES OF THE PEDAGOGICAL STUDENTS IN THE HIGHER EDUCATION-BASED THERAVADA IN THE GLOBAL SHIFTS
Article Sidebar
Main Article Content
Abstract
This study was qualitative research to study current teaching practicum processes of Higher Education based Buddhism (HEB), Thailand, and to provide the integration dimensions of cooperative education (co-op) and teaching practicum to enhance student teachers of HEB in COVID-19 pandemic and global change. The study used focus group discussion to explore the current teaching practicum skills and processes of HEB. The findings presented that the strong point was the development of being a teacher every academic year before participating in the teaching practicum process according to the identity and philosophy of HEB that produce spiritual teachers based on Buddhist teachings. However, various challenging points need to be enhanced. Thus, the integration of co-op and teaching practicum should be provided actively in 8 dimensions to enhance HEB student teachers’ competency: (1) Buddhist ways of global life, (2) self-awareness in health and environmental care, (3) keeping up with modern technology for global changes and pandemic such as adapting digital technology to professional works, learning to apply Artificial Technology (AI) to support their modern teaching, and using modern online teaching-learning platforms, (4) improving and assessing English skills continually from the first to the final years of study, (5) enhancing skills of learning in different or multi-cultures and collaboration, (6) self-assessment and professional plan from the first year of study until graduation, (7) enriching academic, life and career preparation, and mental encouraging through the online counseling program, and (8) reflecting and improving on experimental learning.
Article Details
References
Aiemphaya, P., Noymanee, N., Anukulwech, A., & Raso, D. (2021). The teachers’ spirit in 21st century. EDMCU, 8(2), 398-409.
Bamrungsin, P., & Khampirat, B. (2022). Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study. Sustainability, 14(7). doi:10.3390/su14074362
Benedek, A. (2020). Digital transformation in collaborative content development. Advances in Intelligent Systems and Computing, 9(16), 58-67. doi:10.1007/978-3-030-11932-4_6
Berg, B. L., & Lune, H. (2014). Qualitative research methods for the social sciences Harlow, England: Pearson
Crump, S., & Johnsson, M. C. (2011). Benefits of cooperative and work-integrated education for educational institutions. In R. K. Coll & K. E. Zegwaard (Eds.). In International handbook for cooperative and work integrated education: International perspectives of theory, research, and practice (2 ed., pp. 287-294). Lowell, MA: World Association for Cooperative Education (WACE).
Darling-Hammond, L. (2017). Teacher education around the World: What Can We Learn from international practice? European Journal of Teacher Education, 40(3), 291-309. doi:doi:10.1080/02619768.2017.1315399.
Dlamini, M. E. (2018). Preparing student teachers for teaching in rural schools using work integrated learning. Independent Journal of Teaching and Learning, 13(1), 86-96. Retrieved from ://WOS:000435401100008.
Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology and Online Learning. doi:10.31681/jetol.907757.
Eros, J. (2011). The career cycle and the second stage of teaching: Implications for policy and professional development. Arts Education Policy Review, 112(2), 65-70. doi:doi:10.1080/10632913.2011.546683
Finn, K. E., & McInnis, K. J. (2014). Teachers’ and students’ perceptions of the active science curriculum: Incorporating physical activity into middle school science classrooms. Physical Educator, 7(12), 234-253.
Galaczi, E., Nye, A., Poulter, M., & Allen, H. (2018). The Cambridge English approach to teacher professional development. Cambridge, UK: University of Cambridge.
GOA. (2018). Alberta education: Teaching quality standard of Government of Alberta (GOA). Alberta, CA: Author.
Groenewald, T., Drysdale, M., Chiupka, C., & Johnston, N. (2011). Towards a definition and models of practice for cooperative and work-integrated learning. In International handbook for cooperative and work-integrated education (2 ed., pp. 17-24). Lowell, MA: : World Association for Cooperative Education.
Groundwater-Smith, S., Ewing, R., & Le Cornu, S. (2006). Teaching: Challenges and dilemmas. South Melbourne, AU: Thornson.
Jima'Ain, M. T. A., Majid, S. F. A., Hehsan, A., Haron, Z., Abu-Husin, M. F., & Junaidi, J. (2020). COVID-19: The benefits of informatiom technology (IT) functions in industrial revolution 4.0 in the teaching and facilitation process. Journal of Critical Reviews, 7(7), 812-817. doi:10.31838/jcr.07.07.149
Karo, D., & Petsangsri, S. (2021). The effect of online mentoring system through professional learning community with information and communication technology via cloud computing for pre-service teachers in Thailand. Education and Information Technologies, 26(1), 1133-1142. doi:10.1007/s10639-020-10304-2
Kim, M. S. (2019). Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: A literature review. Research and Practice in Technology Enhanced Learning, 14(1), Article 18. doi:10.1186/s41039-019-0113-4
Krueger, R. A. (1988). Focus groups: A practical guide for applied research. Newbury Park, CA: Sage.
Laksmiwati, P. A., Adams, D., & Sulistyawati, E. (2022). Pre-service teachers’ readiness and engagement for online learning during the COVID-19 pandemic: A rasch analysis. In: Al-Emran M., Al-Sharafi M.A., Al-Kabi M.N., Shaalan K. (eds) Proceedings of International Conference on Emerging Technologies and Intelligent Systems. ICETIS 2021. Lecture notes in networks and systems. (Vol. 299). Switzerland AG, CH: Springer.
MOE. (2020). An announcement of the protective measurement the spread of COVID-19 of Ministry of Education (MOE) of Thailand. Bangkok, Thailand: Author.
Morgan, D. L. (1988). Focus group as qualitative research London, UK: Sage.
Muyengwa, B., & Jita, T. (2021). Contexts of work-integrated learning in schools for pre-service teachers: Experiences of field placement in Zimbabwe. International Journal of Work-Integrated Learning, 22(1), 107-119.Retrievedfromhttps://www.scopus.come
OECD. (2016). Education indicators in focus: Teachers’ ICT and problem-solving skills: Competencies and needs. Paris, France: Author.
OECD. (2019b). OECD Teachers’ Professional Learning (TPL) Study: Design and implementation plan. Paris, France: Author.
Pataraporn, S. (2011). Moral emphasis and application in Buddhist studies: The case of Thai education. The World Buddhist University E-Journal, 7(2), 9-18.
Raduan, N. A., & Na, S.-I. (2020). An integrative review of the models for teacher expertise and career development. European Journal of Teacher Education, 43(3), 428-451. doi:10.1080/02619768.2020.1728740
Rook, L., & Sloan, T. (2021). Competing stakeholder understandings of graduate attributes and employability in work-integrated learning. International Journal of Work-Integrated Learning, 22(1), 41-56. Retrieved from https://www.scopus.com.
Srisa-arn, W. (2016). Current state and challenges of industry-university cooperative education in ASEAN countries: What can Japan learn as a late starter? Thai Journal of Cooperative Education, 2(2), 109-118.
Stewart, D. W., & Kamins, M. A. (1993). Secondary research: Information sources and methods. Newbury Park, CA: Sage.
TACE. (2009). Cooperative education training manual of Thai Association of Cooperative Education (TACE). Nonthaburee, Thailand: Author.
TCAN. (2020). Practicing as a teacher of Teaching Council of Aotearoa New Zealand (TCAN). Wellington, New Zealand: Author.
TCT. (2019c). Regulations on teacher professional standards (4th edition) of The Teachers' Council of Thailand (TCT). Bangkok, Thailand: Author.
Ulla, K., & Winitkun, D. (2018). In-service teacher training program in Thailand: Teachers' beliefs, needs, and challenges. Pertanika Journal of Social Science and Humanities, 26(3), 1579-1594.
UN. (2020). Sustainable development goals: Quality education of United Nations (UN). Retrieved from https://www.un.org/sustainabledevelopment/education/.
WACE. (2020). History of the World Association for Cooperative Education (WACE). Retrieved from https://waceinc.org/history/.
Winithasathitkul, P. (2020). An effect of teacher spirit strengthening program based on Buddhist psychology for student teachers. Journalof Arts Management, 4(2), 239-251.