Developing the Professional Competencies of New Generation Social Studies Teachers through the Creation of Learning Communities and Models for Producing Educational Innovators in Rajabhat Universities: A Case Study of Chandrarakasem Rajabhat University

Abstract

This research aims to 1) study the professional competencies of new social studies teachers before and after participating in the PLC and PTRU Model processes, 2) analyze the effects of these processes on their professional competencies and educational innovator characteristics, and 3) develop their professional competencies through these processes based on the perspectives of mentor teachers and heads of the social studies department. The research used a mixed-methods approach. The population consisted of 60 fourth-year social studies students. The sample consisted of 30 students, obtained through purposive sampling, and 10 mentor teachers. Research instruments included a 20-item five-point Likert scale questionnaire, semi-structured interviews, and behavioral observation. Quantitative data were analyzed using mean and standard deviation,while qualitative data were analyzed using content analysis.

The research results found that 1) Post-activity professional competency levels were significantly higher than pre-activity levels at the .05 significance level across all dimensions. The most prominent improvements were found in Digital Technology usage (4.20). 2) The PLC and PTRU Model successfully transformed students' roles from Instructors to Educational Innovators. Students developed six categories of innovative instructional projects linked to local contexts, demonstrated Innovative Design Thinking skills, and confidently integrated modern technologies such as AI and game-based learning. 3) The key finding is the 4C Model: Ecosystem of Educational Innovators, comprising: Community, Covering, Creativity, and Competence. This model establishes a School Integrated Learning ecosystem that bridges the university and partner schools to produce competency-based teachers equipped with 21st-century skills.