Factors and Processes Facilitating the Development of Students' Professional Competency: A Case Study from Silpakorn University ,Thailand.
The purposes of this research were 1) To study students’ level of professional competency 2) To compare students’ professional competency as classified by gender, major field of studies, parents’ educational background, occupation, annual income and the students’ grade point average priors to entering the university. 3) To determine factors as predictors of professional competency, and 4) To study processes which facilitate the students’ professional competency. Samples were 115 fourth year students in Faculty of Education, Silpakorn University, in the academic year 2005 derived by simple random sampling for the first phase of study, and for the second phase of study were purposive sampling of 18 students from 6 major of studies each of 3 students. Instruments used to collect data were 3 sets of questionnaires and 1 interview questionnaire constructed by the searcher. Data were analyzed by percentage, mean, standard deviation, t-test, One-Way ANOVA and the stepwise multiple regression analysis. Content analysis were also used for qualitative data.
The results found that: 1. The students’ professional competency were prevalent at the high level. 2. The students’ professional competency as classified by field major of studies were different statistically significant at .001, while classified by gender, parents’ educational background, occupation, and annual income and the students grade point average prior to entering the university did not show a statistical difference. 3. Program of innovative studies, attitude toward friends of different institution, in-class experiences and field experiences predicted the students’ professional competency at the percentage of 40.1 with statistical significance at .001. 4. Learning from direct experience as well as from situational experience were the processes which facilitated the development of students’ professional competency according to their awareness, especially from participation in teaching-learning process, field experience practicum, professional experience practicum, and projects concern professional experience.
Keywords: Professional Competency, Experiential Learning, Situation Learning, Curriculum and Instruction, Educational Innovation
Dr. Nongnuch Rotjanalert
Teacher, Department of Psychology and Guidance