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 หัวเรื่อง:ทิศทางการผลิตครูวิทยาศาสตร์ในช่วง 15 ปี (พ.ศ. 2545-2559) ผู้เขียน: รัชนี ศิลปบรรเลง,  ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ , พรทิพย์ ไชยโส, ดร.นฤมล ยุตาคม, ผู้ช่วยศาสตราจารย์ , Kantimanee Phanwichien สื่อสิ่งพิมพ์:pdf AbstractThe objectives of the study were to analyze the production of first degree level science teachers by
teacher institutions starting from the period of the Third National Educational Development Plan (BE 2515-
2519) to that of the Eighth Plan (BE 2540-2544), and to synthesize trends of pre-service science teacher
education in the fifteen years period. The population understudied were 250 pieces of related documents on
the production of science teachers from the period of the Third National Educational Development Plan (BE
2515-2519) till that of the Eighth Plan (BE 2540-2544); and four groups of experts related to the production
and development of science teachers, altogether 48 persons. The research instruments were data recording
sheets and open-ended questionnaires inquiring opinions of experts in teacher production about the draft trend
of teacher production in the fifteen years period. Tools for analyzing the collected information included a
content analysis technique, average and percentage. Results of the study revealed that science teacher
production during the periods of the Third to the Eighth Plans was based on the philosophy orientating towards
output and process rather than giving due importance to recruiting the able and moral students into the teaching
profession. The 48 teacher institutions produced general science teachers the most and had the tendency to
produce fewer teachers in biology. There was actually a mismatch between output and demand, lower than
the target set forth in the Plans. In particular, there was a shortage of science teachers at the primary education
level. In addition, teachers' knowledge, teaching techniques and their scientific procedural skills were rated
low. Further, it was found that the production trend in fifteen years was as follows: the philosophy focus
on producing science teachers possessing critical thinking skills, ability to apply techniques and methods
appropriate to scientific contents as well as to communicate effectively, and literacy in computer and
technology. In addition, policy had to emphasize building up faith in the profession, setting up selection criteria
for recruiting entrants having an average in science subjects not lower than 2.75, giving science teacher
graduates higher monthly salary than those in science, reforming science education curriculum and improving
the quality of the faculty members. In relation to curriculum it was gear towards the 5-year degree program
or the 5-year study in which students took double majors leading to two degrees (B.Sc. and B.Ed.), in which
students either take it in parallel or top up one another by means of taking double majors general science
and another major subject. In addition, intuitions should increase graduate production in Earth Science,
Environmental Science and Biology as well as offer science teacher program for primary school that
corresponds with the basic education curriculum of B.E. 2544, in particular the science learning core program.
In term of output, there was decreasing rate of growth in science teacher production approximately at 1,800
and 1,600 per year for primary and secondary education levels respectively. In addition, it was required that
science teacher needed to have the following attributes, i.e., having good understanding of the content of
science, mastery of scientific procedural skills, scientific minded and being able to construct school-based
curriculum. As a result, the trend of pre-service science teacher education in the fifteen years period, related
to its philosophy, policy, curriculum and fields, is that there will be sufficient qualified science teachers. |
หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : The State of Field Experience Management in Five-Year Science Teacher Education Program: A Case of Observation and Practice in School Course) ผู้เขียน:ชาตรี ฝ่ายคำตา, เอกภูมิ จันทรขันตี, ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThis research explored the state of field experience management, and the pre-service science teachers? satisfaction and perception on field experience management, their own practice and teacher?s characteristics that they gained from Field Experience: Observations and Practice in School Course in the five-year teacher education program. The subjects were 40 pre-service science teachers in a university situated in Bangkok. The research instruments included a questionnaire about pre-service science teachers? satisfactions on the field experience management, the analysis form of field experience documents, and interviews regarding the problems and recommendations in proceeding the field experience course. The data were analyzed using frequencies, means, standard deviations, and content analysis. The results indicated that the university laboratory school was established to provide professional experiences for pre-service teachers. The aims of this field experiences course were to provide pre-service science teachers opportunities with understanding and practicing about school administration, school management, academic affairs, community relations, student affairs, and guidance. Pre-service science teachers? satisfactions of planning and proceeding field experience course, and the perception on their practice quantity and their own teacher?s characteristics were found at high level. However, pre-service science teachers faced problems regarding opportunity to practice in actual situation. |
 ที่มา:US-China Education Review Bหัวเรื่อง:The Current Situation of Field Experience in a Five-Year Science Teacher Education Program in Thailand |
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ที่มา:Kasetsart Journal (Social Sci.)หัวเรื่อง:ทิศทางการผลิตครูวิทยาศาสตร์ในช่วง 15 ปี (พ.ศ.2545-2559) |
ที่มา:วารสารวิจัย มข.(ฉบับมนุษยศาสตร์และสังคมศาสตร์)หัวเรื่อง:การศึกษาสภาพการจัดประสบการณ์วิชาชีพครู: รายวิชาการสังเกตและปฏิบัติงานในชั้นเรียนสำหรับนิสิตครูวิทยาศาสตร์ หลักสูตรการผลิตครู 5 ปี |
งานวิจัยSTEM for 2TV (Science, Technology, Engineering, and Mathematics for Taiwan, Thailand, and Vietnam): A Joint Adventure in Science Education Research and Practice (STEM2TV) (2017)หัวหน้าโครงการ:ดร.ชาตรี ฝ่ายคำตา, รองศาสตราจารย์ ผู้ร่วมโครงการ:ดร.พงศ์ประพันธ์ พงษ์โสภณ, รองศาสตราจารย์ , ดร.จีระวรรณ เกษสิงห์, รองศาสตราจารย์ แหล่งทุน:Ministry of Science and Technology, Taiwanese Government ผลลัพธ์:วารสาร (13) ประชุมวิชาการ (7) |
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