Assessment of Needs and Guidelines for Developing the Competency-Based Learning Management Potential of Mathematics Student Teachers

Abstract

The purposes of this research were 1) to assess the needs for developing the potential of mathematics student teachers in competency-based learning management, and 2) to study guidelines for developing the potential of mathematics student teachers in competency-based learning management. The sample consisted of 319 mathematics student teachers from northern Rajabhat Universities, obtained through stratified random sampling, and 7 experts. The research instruments were a questionnaire and an interview form. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, and the Modified Priority Needs Index (PNI_modified) for ranking the priority needs.

The findings revealed that 1) the overall need for developing the potential of mathematics student teachers in competency-based learning management was at the PNI_modified = 0.154. The highest level of need was found in the area of digital technology for mathematics learning (PNI_modified = 0.174), followed by assessment for learning mathematics (PNI_modified = 0.166), mathematics teaching methods(PNI_modified =0.158), and the lowest need was in mathematics content knowledge (PNI_modified = 0.127). 2) The guidelines for developing the potential of mathematics student teachers included: (1) promoting in-depth understanding and systematic knowledge integration; (2)emphasizing the design of learning management connected to real-life contexts; (3) encouraging the use of interactive programs to enhance conceptual understanding; (4) supporting the creation of diverse assessment tools and self-reflection for professional growth; (5) fostering activities that promote higher order thinking and active learning; and (6) emphasizing good role modeling and ethical development activities in the teaching profession.