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 ที่มา:Kasetsart Journal (Social Sciences)(วารสารวิทยาสารเกษตรศาสตร์ สาขาสังคมศาสตร์)หัวเรื่อง:ประสิทธิภาพของระบบการนิเทศการปฏิบัติการสอนในสถานศึกษา โดยใช้การวิจัยเป็นฐานสำหรับหลักสูตรครูเกษตร 5 ปี |
 หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Efficacy of Supervision System for Research-Based Professional Internship at Schools for Five-Year Program Agriculture Teachers) ผู้เขียน: ดร.สันติ ศรีสวนแตง, รองศาสตราจารย์ , ดร.ผ่องพรรณ ตรัยมงคลกูล, รองศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThis action research aimed to assess the effectiveness of the supervision system in research-based professional internship for five-year program agriculture teachers. The study is a continuation of the research project ?Model development for Research-Based Professional Internship for Five-year program agriculture teachers?. The research-based supervision system was developed and applied in 3 consecutive phases of student teachers? teaching and research: 1) development of action research on learning and teaching, 2) learning assessment and research conclusion, and 3) presentation of research findings. The school network of this project consisted of 8 schools, 16 cooperative teachers, 9 university supervisors, and 21 student teachers. Data collection techniques and instruments consisted of a) professional internship logbooks as a means of reflection and supervision, b) student teacher questionnaire on the satisfaction to practice in school and classroom research, c) student teacher questionnaire on professional attitude, and d) evaluation form for poster presentation of the student teachers? research projects. At the end, a reflection seminar was conducted with all participants. Effectiveness of the research-based supervision system was achieved with quantitative as well as qualitative analyses. The findings are concluded as follows. 1) Through continuous guidance, student teachers successfullystudent teachers? research projects were evaluated and found to be at good to high levels in 3 aspects: poster quality, presentation skill, and research reflection. 2) the student teachers? feedback on professional internship was satisfying. They demonstrated their achievement on teaching and highly satisfied with the supervision system, especially on classroom research supervision. 3) The student teachers, cooperative teachers, school administrators, and university supervisors reflected that the research-based supervision system was effective and can be applied for the five-year program of agriculture teachers. Most importantly, communication must be reiterated in the supervision system so that all concerned parties understand more clearly the procedures involved. completed eight innovative classroom research projects, one for each school. The poster presentation of the |
หัวเรื่อง:ความสัมพันธ์ระหว่างสมรรถวิสัยของครูเกษตรในด้านพฤติกรรม การสอนกับผลสัมฤทธิ์ทางการเรียนวิชาเกษตร ผู้เขียน: สมสุดา ผู้พัฒน์, Maitri Chumsai Na Ayudhaya สื่อสิ่งพิมพ์:pdf Abstract The purposes of the research were to study on (1) basic information of agricultural subjects, teachers and student achievement, (2) the teaching behaviors of agricultural teacher by observation and (3) the effect of teaching behaviors on agricultural student achievement. The samples were : (1) the 54 agricultural teachers at the secondary schools in the 4 provinces; Phetchaburi, Kanchanaburi Ratchaburi and Samut Snogkhram from the schools which selected by purposive sampling and (2) the 214 agricultural students who were studying under the sampled teacher. They were selected by simple random sampling. The research tools were : (1) the teacher questionnires on the aspects of the teaching preparation and the evaluation (2) the recorded and structural teaching behavior observations (3) the student survey both questionnaire and interview on the teaching behavior and (4) the recording of student achievement. The percentage, mean, variability, correlation and multiple regression were statistically analysed. The teaching behaviors influencing on the student achievement were as follows : (1) tactful warning and informing the right behavior, (2) avoiding the telling-writing method, (3) introduction of the course by applying the current situation, (4) refraining from the emphasis on the grading system, and (5) teaching the relevant content which the students could follow up thoroughly. The five teaching behaviors as mentioned above made significantly improved the scores of the lower secondary students up to 19 percent higher scores. |
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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Researcherดร. สันติ ศรีสวนแตง, รองศาสตราจารย์ที่ทำงาน:ภาควิชาการพัฒนาทรัพยากรมนุษย์และชุมชน คณะศึกษาศาสตร์และพัฒนศาสตร์ สาขาที่สนใจ:การศึกษาเกษตร, เกษตรและสิ่งแวดล้อมศึกษา, อาชีวศึกษา, การพัฒนาทรัพยากรมนุษย์และชุมชน Resume |
 Researcherดร. อภิชาติ ใจอารีย์, รองศาสตราจารย์ที่ทำงาน:ภาควิชาการพัฒนาทรัพยากรมนุษย์และชุมชน คณะศึกษาศาสตร์และพัฒนศาสตร์ สาขาที่สนใจ:การจัดการทรัพยากรธรรมชาติและสิ่งแวดล้อม, เกษตรและสิ่งแวดล้อมศึกษา, การพัฒนาชุมชนแบบมีส่วนร่วม, การศึกษาเพื่อการพัฒนาทรัพยากรมนุษย์และชุมชน, การจัดการความรู้ภูมิปัญญาท้องถิ่น Resume |
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