Developing Student Teachers' Reading, Summarizing, and Valuing the Teaching Professional through Active Reading on the Moral Pathway

Abstract

The purposes of this study were to 1) develop active reading activities on the moral pathway to enhancing student teachers' reading ability, write a summary, and valuing the teaching profession, and 2) study student teachers' reading ability, writing a summary, and valuing the teaching profession after learning through active reading activities on the moral pathway. The participants comprised 15 first-year student teachers enrolled in academic year 2024 at UdonThani Rajabhat University in Faculty of Education, Thailand. The participants were selected through submitted on the need to develop reading ability, writing a summary and valuing the teaching profession. This study employed a One-group posttest-only design. The instruments used in this research were 1) three active reading activities on the moral pathway: 1) If the World Had No Books, 2) Joyful Reading, Delightful Summarizing, and 3) Reading with Heart, Sharing with Love – Reading Aloud Techniques for Children (with a Moral Focus), 2) reading and writing summary assessment form and 3) valuing the teaching profession questionnaire. This study found that, the practical experience notably improved students’ reading ability, enabling them to select age-appropriate texts, identify key points, and read fluently with accurate pronunciation and expressive intonation. Their summarizing skills advanced, particularly in conveying stories concisely while emphasizing embedded moral values, and they employed both written and creative visual formats to communicate effectively. The activities also strengthened students’ appreciation for the teaching profession. Through interactive reading sessions and instructor feedback, they gained confidence, enhanced public speaking abilities, and refined skills in body language, voice modulation, and storytelling rhythm competencies vital for future teachers.