GUIDELINE OF TEACHING PHYSICS FOR TEACHERS COURSE TO DEVELOP PRE-SERVICE TEACHERS’CONCEPTION AND SELF-EFFICACY

Abstract

      This research aimed to 1) develop a learning management approach for physics subjects for pre-service teachers that promote their own concepts and self-efficacy. 2) develop the concept of pre-service science teacher. 3) develop the self-efficacy of preservice science teacher. The co-researchers were of 18 first year science pre-service teachers who were studying in general science program, Rajabhat in the lower northern part of Thailand. Research instrument : A reflection on student learning, practice Record form after teaching, open-ended physics concept test, self-efficacy questionnaire and a semi-structured interview. In teaching professional development, 3 strategies were developed ; 1)curriculum topic study, 2) content course and 3) immersion in inquiry in science. Data were analyzed by analyzing content, frequency, percentage, mean, standard deviation and t-test.

     The results of the research were as follows: 1) Guidelines for learning physics courses for a teacher who promotes the concept and self-efficacy  on heat and light. Instructors design activities to study basic core curriculum indicators standards, study of misconceptions, used the situation to verify prior knowledge, emphasis on giving students direct experience, opportunities for brainstorming and discussion, opportunity to practice teaching in the classroom, assign students to work in groups  and  used of positive reinforcement 2) The students had higher complete concepts when receiving the learning management 3) The self-efficacy was higher than before the learning management. Significantly 0.05