The Development of an Educational Practice Lecture Model to Prepare Adaptive and Innovative 21st Century Elementary School Teachers

Abstract

This research aims to produce a "Problem-Based Educational Practice Lecture Model Integrated with Local Culture and TPACK to Prepare Adaptive and Innovative 21st Century Elementary School Teacher Candidates." The development model used includes the following stages: (1) preliminary stage, (2) prototyping stage, and (3) assessment stage (Nieveen, McKenney & Akker, 2006). The quality of the problem-based PK lecture model integrated with local culture and TPACK refers to the criteria of valid, practical and effective (Nieveen, 1999). The model development involved 2 experts, namely a curriculum expert and a learning expert, and 5 students who carried out PK in 5 elementary schools. The model trial involved 20 students who carried out educational practices in 20 elementary schools. The results of research and development show that (1) the learning model can increase student competence in carrying out learning; (2) this learning model can effectively improve learning outcomes in educational practical learning; (3) this learning model can create a problem-based learning climate integrated with local culture and tpack to prepare prospective elementary school teachers for the 21st century who are adaptive and innovative.