Abstract

This research aims to: 1) draft a supervision model by network partners to develop pre-service teachers through a professional learning community; 2) develop a supervision model by network partners to develop pre-service teachers through a professional learning community; and 3) evaluate the use of the supervision model by network partners to develop pre-service teachers through a professional learning community. This research is a mixed-methods study. The research methodology was divided into three phases: Phase 1, drafting a supervision model by network partners to develop pre-service teachers through a professional learning community, involving 9 experts as informants. Focus group discussions were the research tool, and data were analyzed using content analysis. The research findings revealed that the supervision model by network partners to develop pre-service teachers through a professional learning community comprises: 1) principles of the model, 2) objectives of the model, 3) content of the model, 4) measurement and evaluation of the model, and 5) conditions for the model's success. Phase 2, developing a supervision model by network partners to develop pre-service teachers through a professional learning community. 9 experts provided input to evaluate the model. The evaluation tool used was an assessment of the model's propriety, feasibility, and utility. Statistical analysis included the mean and standard deviation. The research findings indicated that the propriety, feasibility, and utility of the model were at the highest level. Phase 3 evaluated the use of the supervision model by network partners to develop pre-service teachers through a professional learning community. The process involves: 1) the model was implemented with 3 pre-service teachers; 2) the informants consisted of 12 network partners, including lecturers, school administrators, mentor teachers, and educational supervisors; and 3) seven experts evaluated the model. The research instruments consisted of a behavioral and learning management competency observation form, a pre-service teachers’ competency evaluation form, and a model implementation evaluation form. The statistics used for data analysis were the mean and standard deviation, and content analysis. The research results are as follows: 1) observations of all three pre-service teachers showed significant improvement in their competencies in planning and designing learning management, organizing active learning activities, selecting and using media and technology, classroom management, and measuring and evaluating learning outcomes. The improvement progressed from basic learning management skills in the first session to higher-quality learning management in the second session. 2) The results of the pre-service teachers’ competencies assessment were at the highest level. 3) The results of the assessment of the model's utility were at the highest level.

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