Increasing attention has been placed in recent years to the improvement of learning management competency of pre-service teachers, yet many institutions where the teacher education programs offered have not been provided the effective guidelines. The purposes of this study were to examine the ability of the teaching practice and to propose the enhancement approach on learning management competency of pre-service teacher based on technological pedagogical content knowledge (TPACK) framework. Sample of the study included 385 pre-service teachers studying the fifth-year program at Faculty of Education, Ubon Ratchathani Rajabhat University, Thailand. A learning management competency questionnaire and semi-structured interview were administered to inquire the ability on learning management competency of pre-service teachers during the teaching practice at school. Statistics used for data analysis included frequency distribution, average, standard deviation, and content analysis. Results indicated that pre-service teachers expressed their teaching practices considered each aspect of teaching quality, results ranged from the highest to lowest level were the ability on learner-centered management ( =3.00, S.D.=0.77), the knowledge on teaching design ( =2.96, S.D.=0.72), the assessment and evaluation methods ( =2.95, S.D.=0.74), and the integration of technology ( =2.70, S.D.=0.78), respectively. Recommendations and suggestions were further discussed regarding the enhancement approaches proposed on improving learning management competency of pre-service teachers.

Astronomy is one of the interesting but difficult topics in science for elementary education. Therefore, it is interesting to create astronomy activities that children can understand clearly. The researchers developed activities by using astronomy and botany to improve writing skills. They have to glue the local flowers on the star pictures then write the name of those flowers, the name of the constellation and write an essay describing their work. The participants are into two groups. 71 3 rd year undergraduate students who registered for teaching and are learning science as an elementary education subjec, and 10 1 st grade student from the laboratory school of Ubon Ratchathani Rajabhat university. We can conclude that both groups were more interested in astronomy, they can tell the name of local flowers and not only used their imagination to create their work, but also to write great essays.

Technological, pedagogical, and content knowledge (TPACK) is now calling for professional teacher education. Technology can be integrated into the proportion of pedagogical and content knowledge by different classroom contexts. This research aims to foster TPACK for pre-service teachers about learning management competency into professional experiences. The participants consisted of 18 pre-service teachers during the teaching practicum in local schools. The tools used for data collection were questionnaires, tests, and assessment forms. The results showed that TPACK professional experiences program gain pre-service teachers’ competency in learning management, they had post-test scores of competencies in learning management higher than pre-test score at .05 level of statistical significance. Professional experiences program indicated that pre-service teachers had level of satisfaction towards TPACK and learning management was at the highest level with all aspects.