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 หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : The Cooperating Teachers? and the University Supervisors? Understanding of Classroom Research Principles and the Supervision of Classroom Research for Pre-service Science Te ผู้เขียน: เอกภูมิ จันทรขันตี,  ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThis research paper explored the cooperating teachers? and the university supervisors? understanding of Classroom Research Principles and the supervision of Classroom Research for pre-service science teachers. The subjects included twenty five cooperating teachers and eleven university supervisors in two Rajabhat Universities situated in western Thailand. The research instruments included a questionnaire about Classroom Research Principles and interviews regarding the supervision of Classroom Research for pre-service science teachers. The data were analyzed using frequencies, percentages, and content analysis. The results indicated that most of the cooperating teachers and university supervisors understood the principles of Classroom Research, but they did not adequately supervise the pre-service science teachers when they were conducting Classroom Research because they did not consider this to be their responsibility. Cooperating teachers thought that the university should have clarified the role of cooperating teachers when they supervised pre-service science teachers. This would have enhanced the ability of the pre-service science teachers to conduct classroom research. Cooperating teachers also felt that the university should train them to conduct Classroom Research utilizing the advice and support of university educators. |
 ที่มา:Kasetsart Journal (Social Sciences)(วารสารวิทยาสารเกษตรศาสตร์ สาขาสังคมศาสตร์)หัวเรื่อง:ความเข้าใจเกี่ยวกับหลักการทำวิจัยในชั้นเรียนและการนิเทศการทำวิจัยในชั้นเรียนให้แก่นักศึกษาครูวิทยาศาสตร์ของอาจารย์พี่เลี้ยงและอาจารย์นิเทศก์ |
หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Development of Classroom Research Potential for Five-Year Program Pre-Service Teachers in Agriculture, Kasetsart University) ผู้เขียน:ดร.สันติ ศรีสวนแตง, รองศาสตราจารย์ , ดร.ผ่องพรรณ ตรัยมงคลกูล, รองศาสตราจารย์, ดร.ประสงค์ ตันพิชัย, รองศาสตราจารย์ , ดร.นิรันดร์ ยิ่งยวด, ผู้ช่วยศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThis action research aimed to develop classroom research potentials for five-year program pre-service teachers engaging in a professional internship at 8 local schools. Integrated learning experiences were provided under a supporting system of continuous supervision. The student teachers were guided through development of learning unit and innovation, learning management, learning assessment, and classroom research report. Process as well as outcome assessment of the student teacher potentials were conducted. The conclusions were as follows. With regards to the learning process, the student teachers were trained on the process of classroom action research from planning to reporting and presentation. Overall, the student teachers assessed their performance in classroom research at a high level, with the highest rating in data collection and research reporting. From the seminar and reflective account, the student teachers reported that they had gained worthwhile experiences in the practice of critical thinking skills, planning, problemsolving, and team working. More specifically, they appreciated the opportunity of applying knowledge into actual classroom situations. Moreover, as teacher-researcher in practice they achieved better understanding in learning unit development, learning management and classroom action research. As for the research outcome, the student teachers successfully developed 8 units of learning innovation in agricultural and environmental education. It was found that learning outcomes of the pupils were satisfactorily meeting the criteria on knowledge achievement, desirable characteristics, skills and skill process. Pupils reflected positively on the learning activities provided by the student teachers. |
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