Stakeholder’s Expectations in the Characteristics of the Student-Teacher toward Practical Experience at Kasetsart University Laboratory school, Center for Educational Research and Development

Abstract

The purposes of this research were to 1) Study stakeholder’s expectations in the characteristics of the student-teacher 2) Compare stakeholder’s expectations with the level of practice in the characteristics of the student-teacher 3) Make a plan dedicated toward the student-teacher stakeholder’s expectation in the next semester. The research targets were stakeholders, consisting of 42 mentor teachers in major subjects and homeroom teacher job descriptions. The research instruments were a 5 level scale questionnaire and an open-ended questionnaire. The data were analyzed using basic statistics, including frequency, percentage, means, standard deviation, t-test, and content analysis. The research results were as follows. (1) Stakeholder’s expectations in the characteristics of Personality teacher Teaching preparation Learning management and Classwork at the highest level in all aspects the practical level in teaching preparation at the highest level characteristics for Personality Learning management and Classwork at a high level (2) Stakeholder’s expectations with the level of practice in the characteristics of the student-teacher was found that the level of expectations higher than the level of practice in all aspects. (3) Experience plan to the student-teacher stakeholder’s expectations for the next semester. Overall, Stakeholders have proposed guidelines for practical experience to the student-teacher both in terms of characteristics for personality teacher Teaching preparation, learning management and class work through training and workshops. The period of time that student-teacher should be able to practical experience is divided into 3 phases: 1) before Student-Teacher teaches 2) while Student-Teacher is teaching and 3) after Student-Teacher teaches.