Developing a Framework of Teaching Practice Competencies in School for Pre-service Teachers
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Abstract
The objectives of this research were to 1) develop the framework of teaching practice competencies in school for pre-service teachers 2) develop an assessment instrument of teaching practice competencies in school for pre-service teachers. The research process is divided into 2 phases. Phase 1: develops the competency framework from documentary studies and interviews with teaching experts who have received outstanding teaching awards. and Phase 2: develop an assessment instrument of teaching practice competencies in school for pre-service teachers and creating an evaluation form in behaviorally anchored rating scale (BARS). The sample groups are 2 groups: 1) Teachers with a national teaching award. The researcher selected 10 key informants according to the selection criteria specified by the snowball sampling method. 2) The 5-year pre-service teachers of the Faculty of Education, Loei Rajabhat University, by simple random sampling, a total of 40 samples. Data were analyzed by using content analysis and the reliability coefficient.
The findings were: 1) The teaching practice competencies in school for pre-service teacher’s framework consisted of 4 sub-competencies as follows: (1) understanding students' competency, (2) teaching management competency (3) student evaluation competency, and (4) research mind competency. 2) Evaluation form of teaching practice in schools for pre-service teachers. It consists of 5 levels and the criteria of each level are suitable by the quality level, there was the IOC index between 0.80-1.00 and the reliability between raters were at the level of .01 with Pearson's correlation coefficient (r) = .849.
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