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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan
Seesom, Chaweewan
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Education

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Enhancing pre-service teachers’ TPACK through the integrating of community of practice and lesson study Cojorn, Kanyarat; Seesom, Chaweewan
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29240

Abstract

This study explores the impact of a combined community of practice (CoP) and lesson study (LS) approach on fostering technology pedagogical content knowledge (TPACK) in student teachers. TPACK encompasses various knowledge areas, including technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technology pedagogical knowledge (TPK). The study employs combined CoP-LS practices in two distinct CoPs: CoP A characterized by varied experiences, and CoP B comprising members with comparable experiences. Data gathered through questionnaires and group discussions. The findings reveal that the CoP-LS activities effectively enhance TPACK among student teachers, leading to improved confidence in designing learning activities. Both CoP A and CoP B show overall enhancements in TPACK, with CoP A exhibiting superior development across all dimensions. Further analysis demonstrates that CoP A exhibits greater advancements in PK and PCK, transitioning from the adapting level to the advancing level. Moreover, TCK and TPK demonstrate progress from the exploring level to the advancing level within CoP A. In contrast, CoP B showcases advancements in TK from the exploring level to the advancing level, while no notable changes are observed in CK, PK, PCK, TCK, and TPK.
Igniting research competency: Empowering pre-service teachers through communities of practice plus lesson study Cojorn, Kanyarat; Seesom, Chaweewan
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (Februari 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.91392

Abstract

The establishment of Communities of Practice (CoP) is recognized as a powerful means of fostering collaborative learning. CoP provides members with a platform to collectively develop their potential, exchange ideas, and engage in creative problem-solving. Similarly, LS is a well-established instructional improvement process that supports the holistic development of learners’ knowledge and skills. In this study, a learning approach that integrates CoP principles with the LS framework was utilized to create a shared learning space for pre-service science teachers. The primary aim is to investigate the implementation and effectiveness of activities that combine CoP and LS approaches in enhancing research competence among pre-service teachers. Specifically, the study evaluates the development of three key components of research competence: research knowledge, research skills, and research attributes. The findings indicate that the integrated use of CoP and LS significantly enhanced the research competencies of pre-service teachers. Participants demonstrated the ability to adjust their strategies to align with the expectations of the CoP. Additionally, they exhibited improved self-regulation, enabling them to independently design, plan, and complete research projects. Increased self-efficacy was also observed, as the pre-service teachers reported greater confidence in their research competency.
Co-Authors Cojorn, Kanyarat