สาระความรู้และสมรรถนะตามมาตรฐานความรู้ผู้ประกอบวิชาชีพครู ของนักศึกษาหลักสูตรประกาศนียบัตรบัณฑิตวิชาชีพครู วิทยาลัยครุศาสตร์ มหาวิทยาลัยธุรกิจบัณฑิตย์

 

The objectives of this study were to 1) study knowledge and competencies as per the knowledge standards of teaching professionals; 2) priorities needs for knowledge standards development; 3) find a relationship between characteristics of teaching professionals and knowledge and competencies; and 4) identify factors affecting the knowledge and competencies of students in the Graduate Diploma Program in Teaching Profession prior to the admission.  The population was the students in the Graduate Diploma Program in Teaching Profession. Data were collected by questionnaires and analyses by the descriptive statistics, namely frequency, percentage, mean and standard deviation.

          The findings revealed that overall, the 11 domains knowledge standards of the teaching professionals were at the fair level.  In regard to each domain, the ‘Ethics, Morality and Professional Ethics’ was the highest rated domain, followed by ‘Learning Assessment and Evaluation’.  ‘Education Quality Assurance’ was at the lowest level.  The overall competencies were at the ‘much’ level.  The finding of each standard showed that ‘Ethics, Morality and Professional Ethics’ was at the highest level, followed by ‘Being a Professional Teacher’, while ‘Curriculum Innovation’ was at the lowest level.  Regarding the priority of the needs for knowledge standards development, the results revealed that ‘Standard of Being a Professional Teacher’ gained the highest significance, followed by ‘Psychology for Teachers’, while ‘Research for Learning Development’ was at the lowest level.   It was found that there was no relationship between characteristics of teaching professionals and knowledge and competencies.  The most influential factor on knowledge was ‘Psychology for Teachers’, followed by ‘Learning and Classroom Management’.  ‘Language and Culture’ was at the lowest level.  ‘Research for Learning Development’ was reported as the most affecting factor on competencies,followed by ‘Psychology for Teachers’,while‘Language and Culture’ was found to be the least affecting factor.

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