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Curriculum Development to Enhance Competencies of Teacher Education Students

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Title: Curriculum Development to Enhance Competencies of Teacher Education Students
Language: English
Authors: Banjob Boonchan
Source: Higher Education Studies. 2026 16(1):317-327.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Curriculum Development, Preservice Teachers, Universities, Preservice Teacher Education, Curriculum Evaluation, Teacher Competencies, College Faculty, Expertise, Mentors, Teacher Educators, Curriculum Implementation, Foreign Countries, College Administration
Geographic Terms: Thailand
ISSN: 1925-4741
1925-475X
Abstract: This research employed a research and development (R&D) design with the objectives of examining the competency needs of teacher education students at Nakhon Ratchasima Rajabhat University and developing a curriculum aimed at enhancing their professional competencies. The study was conducted in two phases. In Phase 1, the actual and desired competency levels of 338 teacher education students were investigated. The findings revealed that all five competency domains--teaching, information technology utilization, research, professional development, and social and interpersonal relations--were at low levels, whereas the desired levels were consistently high. This discrepancy indicated an urgent need for competency enhancement across all domains. Phase 2 involved developing the curriculum based on qualitative data obtained from in-depth interviews with key stakeholders, followed by an evaluation of the curriculum's validity and appropriateness by nine experts. The results showed that the curriculum attained a high level of accuracy and suitability. Furthermore, a try-out with 30 teacher education students demonstrated that their post-instruction competency scores were significantly higher than their pre-instruction scores. These findings suggest that the developed curriculum is effective in fostering essential professional competencies and can serve as a practical framework for improving teacher education training programs within higher education contexts. Moreover, the results provide important implications for strengthening future teacher preparation in teacher education institutions and offer empirical evidence to inform policy development related to competency-based curriculum design and implementation in higher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505504
Database: ERIC
FullText Text:
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  Data: Curriculum Development to Enhance Competencies of Teacher Education Students
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  Data: <searchLink fieldCode="AR" term="%22Banjob+Boonchan%22">Banjob Boonchan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Studies%22"><i>Higher Education Studies</i></searchLink>. 2026 16(1):317-327.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Evaluation%22">Curriculum Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Administration%22">College Administration</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: This research employed a research and development (R&D) design with the objectives of examining the competency needs of teacher education students at Nakhon Ratchasima Rajabhat University and developing a curriculum aimed at enhancing their professional competencies. The study was conducted in two phases. In Phase 1, the actual and desired competency levels of 338 teacher education students were investigated. The findings revealed that all five competency domains--teaching, information technology utilization, research, professional development, and social and interpersonal relations--were at low levels, whereas the desired levels were consistently high. This discrepancy indicated an urgent need for competency enhancement across all domains. Phase 2 involved developing the curriculum based on qualitative data obtained from in-depth interviews with key stakeholders, followed by an evaluation of the curriculum's validity and appropriateness by nine experts. The results showed that the curriculum attained a high level of accuracy and suitability. Furthermore, a try-out with 30 teacher education students demonstrated that their post-instruction competency scores were significantly higher than their pre-instruction scores. These findings suggest that the developed curriculum is effective in fostering essential professional competencies and can serve as a practical framework for improving teacher education training programs within higher education contexts. Moreover, the results provide important implications for strengthening future teacher preparation in teacher education institutions and offer empirical evidence to inform policy development related to competency-based curriculum design and implementation in higher education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 317
    Subjects:
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Curriculum Evaluation
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Expertise
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: College Administration
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      – SubjectFull: Thailand
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      – TitleFull: Curriculum Development to Enhance Competencies of Teacher Education Students
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