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)
