THE INSTRUCTIONAL INNOVATION: SODPRE MODEL FOR TEACHER SUBJECT FACULTY OF EDUCATION, THAKSIN UNIVERSITY

Abstract

This research aims to 1) Develop the learning outcomes in terms of knowledge for student teachers, enabling them to understand the key principles and theories in the content of the course on curriculum and learning management science 2) improve the learning outcomes in terms of learning management skills for student teachers, increasing their knowledge, understanding, and awareness of the value of the concepts, principles and theories related to curriculum and proactive learning design and 3) develop the learning outcomes in terms of learning management skills for student teachers, enabling them to design, plan, assess, record, and report on learning outcomes systematically to appropriately develop students' potential in line with individual differences. This study used action research in the classroom with the sample group being 27 student teachers in the second year of the Educational Measurement and Evaluation and Mathematics Teaching program in Faculty of Education Taksin University in academic year 1/2568. The Tools used were lesson plans following the SODPRE model with activities conducted over 10 Weeks and Content Analysis was applied for data analysis.  

The research findings revealed that 1) the learning outcomes in terms of knowledge of pre-service teachers demonstrate an understanding of important principles and theories in the content studied in the curriculum and learning management science, reflected through course analysis assignments 2) the learning outcomes in terms of learning management skills of pre-service teachers reflect knowledge, understanding, and awareness of the value of the concepts, principles, and theories of curriculum and proactive learning management design, as shown through lesson plan design assignments and 3) the learning outcomes in terms of learning management skills of pre-service teachers show the ability to design, plan, teach, assess learning, record, and report learning outcomes systematically for the development of students' potential taking into account individual differences. This is reflected in the assessment of learning management skills.