The Development of Classroom Research Competency of Students in Teaching Profession Program by Reflective Coaching DOI:

Abstract

This research aimed 1) to develop classroom research competency of students in teaching profession program by reflective coaching and 2) to study the satisfaction of students in teaching profession program towards the development of classroom research competency by reflective coaching. The target group consisted of students in Graduate Diploma Program in Teaching Profession,with total number of 15 students obtained by purposive sampling. by drawing lots to select the One-Group Posttest-Only Design. The research instruments included 1) assessment form on classroom research competency of students in teaching profession program by reflective coaching and IOC to 0.60 to 1.00 and reliability for the entire version equal to 0.84 and 2) satisfaction assessment form of students in teaching profession program. The statistics used in the research comprised frequency, percentage, mean, and standard deviation.

The research results were found that:

1)The quality of classroom research competency of co-researchers through reflective coaching process, in overall, was rated at the highest level (µ=4.62,σ=0.56) When comparing before reflective coaching process, it was rated at a moderate level (µ=3.42,σ=0.65) and after reflective coaching process, it was found that an average score of co-researchers in the experimental group according to classroom research competency assessment was at the highest level, for 15 students or 100%. An average score of co-researchers according to the assessment of classroom research work quality through reflective coaching process was found that it increased by µ=3.42 to µ=4.62 or (∆=1.20)

2) The satisfaction of students in teaching profession program towards classroom research competency through reflective coaching, in overall, was rated at the highest level (µ=4.76,σ=0.53). When considering each aspect, the average values ordering from highest to the lowest were as follows: the aspect of benefits received (µ=4.80,σ=0.45), learning atmosphere (µ= 4.76,σ=0.53), and learning management (µ=4.72,σ=0.62).