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Designing Learner-centered Instruction Practices Based on Transformative Learning through Critical Participatory Action Research |
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| รหัสดีโอไอ | |
| Creator | 1. Chanadda Poohongthong 2. Numchai Supparerkchaisakul |
| Title | Designing Learner-centered Instruction Practices Based on Transformative Learning through Critical Participatory Action Research |
| Publisher | Behavioral Science Research Institute, SWU. |
| Publication Year | 2560 |
| Journal Title | International Journal of Behavioral Science |
| Journal Vol. | 12 |
| Journal No. | 2 |
| Page no. | 31-49 |
| Keyword | shared felt concern, reconnaissance, public sphere, student teachers |
| ISSN | 1906-4675 |
| Abstract | The purpose of this critical participatory action research was to design thetransformative learning activities from identifying "the shared felt concerns"of the student teachers. The participants include 13 student teachers, 6 preservicestudent teachers, a lecturer, 2 mentors, and a technical expert; allvoluntarily agreed to participate from a university located in the lower northof Thailand. The data was collected by various instruments (informalconversations, draft of plan, checklists, and field notes). The process of thisstudy was to 1) establish "a public sphere", 2) ask the critical questions withthe communicative action, 3) identify "shared felt concerns", and 4) design ofthe transformative learning activities. The results showed that there were 3themes: first, fear of resistance towards teaching from students and asupervising teacher. Second, a lack of deep knowledge, experiences, andskills in the learner-centered approach, and third, student teachers wereunconsciously passive learners. All themes led to design the activities for the10 phases of the transformational process summarized as follows: startingwith meditation, asking the critical questions, a metaphor for keeping ajournal, round-robin discussion, group discussion, mind mapping, role play,building confidence and competence, and teaching in the actual classroom inthe practicum experience. From these findings, it is recommended thatestablishing public sphere and communicative action through other activitiesor tools could support the participants' self-reflection and learning |
