ผลการใช้รูปแบบการพัฒนาวิชาชีพแบบดูแลให้คำปรึกษา (Mentoring) เพื่อพัฒนาความสามารถในการจัดการเรียนรู้ของนิสิตฝึกประสบการณ์วิชาชีพครู ที่ส่งเสริมความสามารถในการคิดวิเคราะห์ ในวิชาสังคมศึกษา ของนักเรียนชั้นมัธยมศึกษาปีที่ 1

Abstract

This research is intended to explore the results of the use of a mentoring professional development model for developing the ability of learning management of pre-service teachers. The objectives of the study were: 1) to investigate learning ability of pre-service teachers to enhance students’ critical thinking ability 2) to compare students' critical thinking ability in social studies before and after class. 3) to explore the satisfaction of pre-service teachers using Mentoring professional development model 4) to find out the opinions of students towards the learning management of pre-service teachers The subject of this research were one Social Studies pre-service teacher who practiced teaching and vocational experience in Social Studies and fifty-two Mathayomsuksa 1 students at Srinakharinwirot University Prasarnmit Demonstration School (Secondary) Semester 1 Academic year 2015. The sample group was randomly selected. The research instruments are as follows: 1) Professional Development Model (AT_PSM Mentoring Model - 4A Model) 2) A measurement form of understanding of students to practice pre-service teachers in learning management that promotes critical thinking ability 3) learning management lesson plans 4) Assessment form for the ability of learning management of pre-service teachers 5 ) The satisfaction questionnaire of pre-service teachers towards the use of a counseling professional development model 6) A questionnaire for students' opinions about the learning management of pre-service teachers. Data was analyzed using mean (X ) Standard deviation (S.D) and mean difference test (t-test dependent) and summarized through content analysis and qualitative data was used by journal writing. The result of this study indicated that: 1. Learning management ability of pre-service teachers that enhance students’ critical thinking ability is higher than before using the Mentoring professional development model 2. Students’ s critical thinking ability in social studies subjects is higher than before using the Mentoring professional development model that showed a statistical significant difference at .01 level. 3. Students were satisfied with the Mentoring professional development model at a high level (X =3.94, S.D=.38) 4. Students were satisfied with the learning management of pre-service teachers that enhance critical thinking at the highest level (X=4.55, S.D=.05)