Abstract: High Order Thinking Skills (HOTS) are suggested
today as essential for the cognitive development of students and as
preparing them for real life skills. Teachers are encouraged to use
HOTS activities in the classroom to help their students develop
higher order skills and deep thinking. So it is essential to prepare preservice
teachers to write and use HOTS activities for their students.
This paper describes a model for integrating HOTS activities with
GeoGebra in pre-service teachers’ preparation. This model describes
four aspects of HOTS activities and working with them: activity
components, preparation procedure, strategies and processes used in
writing a HOTS activity and types of the HOTS activities. In
addition, the paper describes the pre-service teachers' difficulties in
preparing and working with HOTS activities, as well as their
perceptions regarding the use of these activities and GeoGebra in the
mathematics classroom. The paper also describes the contribution of
a HOTS activity to pupils' learning of mathematics, where this HOTS
activity was prepared and taught by one pre-service teacher.
Abstract: Recently, Thai education system is engaged in serious and promising reforms. One of the crucial elements in most of these educational reforms is the teacher professional development. Teachers today are under growing pressure to perform. However, most new teachers are not adequately prepared to meet the expectation. Consequently, this paper seeks to investigate the opinion of mentor teachers and university supervisors about professional development in the aspect of learning management skill of the preservice teachers in Rajabhat Universities, then compare the opinion between the mentor teachers and university supervisors about professional development in the aspect of learning management skill of the pre-service teachers. The study involved a cohort of 40 university supervisors and 77 mentor teachers. The research concludes by showing that mentor teachers viewed pre-service teacher as a professional teacher with an effective learning management skill. However, in the perspective of the university supervisor, pre-service teachers still have inadequate learning management skill.