Improved learning design for pre-service teacher in a character education course

Abstract

This study aimed to develop pre-service teachers’ engagement in a character education course through new learning design of a RECE (Reflect, Engage, Collaborate and Elaborate) teaching model, in the Pancasila and Citizenship Education department of a university. RECE involve self-reflections and collaborative learning. The RECE active learning and teaching model was implemented to engage pre-service teachers in challenging classroom environments. The study was conducted with 65 pre-service teachers in their first year of study in a one semester character education course. Pre-service teachers in the study are prepared to become teachers of Pancasila and Citizenship lesson in high schools in Indonesia. The course aims to prepare pre-service teachers for future challenges they may have to deal with in relation to religion, nationalism, independence, working together, and integrity. This research used a qualitative method with the data collection of interviews, observations and document analysis. This research was divided into two phases: first, teaching model development and second, student engagement. The teaching model engaged pre-service teachers in current issues through collaboration and reflection. The results indicate that participants were motivated to engage in the course by reflecting on their learning, by using the higher-order thinking skills of critical and creative thinking, and by using collaboration and communication skills. The pre-service teachers were challenged to deliberate about critical issues and to solve problems that may impact positively on their role as future teachers.