APPROACHES TO DEVELOPING FUTURE TEACHER LEADERSHIP TO ENHANCE STUDENTS’ HUMAN VALUE CREATING GLOBAL CITIZENSHIP

Nantarat Charoenkul

doi:10.17762/pae.v58i1.1842

Abstract

This research aims to: 1) study the present and desirable states and priority needs of future teacher leadership development; 2) propose approaches to developing future teacher leadership to enhance students’ characteristics based on the human value creating global citizenship concept. This study used a mixed-method approach. The sample population comprised 220 volunteer student teachers, 68 school administrators and teacher mentors, plus 16 experts, totally 304. The research instruments were questionnaires and interviews, plus an evaluation form. Data were analysed by frequency, percentage, mean, standard deviation, Modified Priority Needs Index (PNIModified) and content analysis. The research findings reveal that there are 4 future teacher development main approaches: 1. Develop student teachers’ personal growth to be the role models coaching students to conduct knowledge and wisdom-based lives and to respect human value in themselves and others; 2. Exalt student teachers’ leadership competency to be the role models having a service mind, equipping students with team working skills and social justice-based interaction capacity; 3. Cultivate a model teacher’s spirituality in student teachers to support students to conduct their lives based on sufficiency and sustainability; 4. Enhance student teachers’ potential to become the model researchers endowing students with dialectic critical thinking through proactively practical guidelines.

Highlights

Human-oriented education and promotion of understanding amongst educational administrators, teachers, students and all the parties concerned about human value in themselves while respecting human rights and dignity of others have become a critical issue worldwide
According to the interviews and additional suggestions from 60 administrators, teacher mentors/supervisors and student teacher representatives from each major subject who provided some intriguing ideas on the approaches to developing future teacher leadership enhancing students’ characteristics based on the human value creating global citizenship concept, new generation teachers should be earnestly coached and should develop themselves to be leaders, while being the role models for their students, especially in work process managing, team working skills, teaching and learning capacities and other skills that help enhance the soft skills, such as being responsible, punctual and courteous, being equipped with professional ethics and teacher spirituality, having a service mind, and being capable of differentiating between fairness versus partiality and courage versus vulgarity, etc
Characteristics based on the human value creating global citizenship concept, it requires student teachers’ capability and skills, including the roles of school administrators, teacher mentors/supervisors in supporting and guiding student teachers to efficiently manage their instructional activities and to effectively help develop students, endowing them with the desirable characteristics of global citizens who could conduct their lives based on both knowledge and wisdom, and who respect human value in themselves and others

Summary

Introduction

Human-oriented education and promotion of understanding amongst educational administrators, teachers, students and all the parties concerned about human value in themselves while respecting human rights and dignity of others have become a critical issue worldwide. Due to the main objective of the Human World study with an emphasis on developing the new generation people’s potential and capability, any parties and organizations in charge of educating and growing young people have to apply the value creating education principles through their instructional activities and pedagogies aiming to cultivate humanity in an individual Such principles focus on the role of education in building respect for human dignity, growing a person who is reliable and creates value through dialectic critical thinking, with a service mind and concerns for social justice, and who leads a life based on both knowledge and wisdom, while holding sufficiency and sustainability (Ikeda, D., 2009). Apart from the 21st century skills: learning and creating innovations, ICT competency as well as life and career skills, school administrators, teachers and all the parties concerned should apply the human value creating education principles and concepts as well as the global citizenship philosophy, translating them into practice so that young and new generation learners are endowed with human value sustaining their respect for themselves and others, a service mind and capability of living a life based on both knowledge and wisdom, which are the main complementary elements of the human value creating philosophy towards development of a global citizen (Charoenkul, N. et al, 2019)

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Conclusion