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The objectives of this research are 1) to develop a quality teacher preparation model for in-service early childhood education teacher by integrating the concept of contemplative education, mentoring, and research are the bases 2) to study the result of the quality teacher preparation model for in-service early childhood education teacher by integrating the concept of contemplative education, mentoring, and research. The samples used in the research consisted of 1) six lecturers of bachelor of education (5 years) program and the competency-based (4 years) programs in the early childhood education major, Nakhon Ratchasima Rajabhat University, 2) 26 mentoring teachers that supervising a sample group, 3) 61 bachelor of education (4 years) students in the first year of early childhood education, Nakhon Ratchasima Rajabhat University who enrolled in semester 2/2019 and 1/2020 and 4) 28 bachelor of education (5 years) students in the 4th year of early childhood education, Nakhon Ratchasima Rajabhat University who enrolled in semester 2/2019 and 1/2020. The research instruments used to collect the data include: the learning management competency assessment form that integrates the CCR concept for teachers, students and mentors ; the mentoring competency assessment form that integrates the CCR concept for teachers, students and mentors ; the teacher qualification assessment form for teachers, students and mentors ; the research ability assessment form of student in the early childhood education ; and the learning management understanding assessment form that integrates the CCR concept for teachers, students and mentors. The data were analyzed by the mean and standard deviation. The results of this research were as follows: 1) develop the quality teacher preparation model for in-service early childhood education teacher by integrating the concept of contemplative education, mentoring, and research are the bases on the teacher characteristics of the 4th year students in early childhood education, the overall results showed that the results of student development on teacher characteristics had the mean 3.13, the standard deviation 0.57, which is very high. It can be seen that the teacher qualifications of students have increased. 2) The overall results of the quality teacher preparation model for in-service early childhood education teacher by integrating the concept of contemplative education, mentoring, and research are the bases, it was found that the mean was 3.90 and the standard deviation of 0.30. |
