Learning Strategies Cultivating Contemplative Mind in Thai Teacher Education

Abstract

The purposes of the study were to study the methods and the techniques used to raise student’ inner changes and the positive outer results of those changes. The new consciousness leading to ‘Professional Qualified Teacher’, the identity of Naresuan Teacher Education was accordingly expected to be found in the study. The author employed Contemplative Pedagogy associated with 5Cs; context, construction, caring, competence and community, to make a difference for the first-year 75 undergraduate student-teachers. It was 15-weeks subject course taking 45 hours in class and double-more hours outside class. Both quantitative and qualitative methods were used for data collection. The survey of teacher spirituality perception in three dimensions; self-value, valuing others, and valuing living peacefully with others, were conducted at the beginning of the study. After finishing ‘Being a Professional Teacher’ subject course, students’ perception of teacher spirituality were used to be compared. The findings showed students’ teacher spirituality higher than before at the .05 level of significance. During the practices, personal, academic and professional aspects have been explored and students’ shift of consciousness has been found. The designed activities by the author with the modification of students; individual and group meditation, five-minute self-reflection exercises in class, self-improved personality program, three-months journal writings, service-learning group project and AAR (after action review) were presented together with students’ excerpts from written reflection. This implied the integrative design on contemplative practices based on natural human capacity of knowing in a subject course could enable students both learning content and professional spirit successfully.



Author Information
Amornrat Wattanatorn, Naresuan University, Thailand

Paper Information
Conference: ECE2015
Stream: Professional concerns

This paper is part of the ECE2015 Conference Proceedings (View)
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