Elements and Conditions of Instructional Behavior for Pre-service Teachers’ Learners in The Digital Era: A Perspective from the Involved Parties Perspectives from Those Involved.
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Abstract
This research was to search for and understand elements and conditions of instructional behavior for pre-service teachers in the digital era. This qualitative research employed a technique of purposive selection to determine its total number of 39 key informants. The informants, those who were involved in the pre-service teacher development process, included executives of the Teachers’ Council of Thailand, deans of the Faculty of Education, university supervisors (eight), school administrators, mentor teachers (five), pre-service teachers (11), and elementary students (15). Data were collected by in-depth interviews and focus groups. Content analysis was carried out. The research revealed that:
1. Elements of instructional behavior for pre-service teachersconsisted of (1) a learning activity designed previously before teaching, (2) which was following the learners’ learning styles, needs, and nature, (3) a supportive learning atmosphere, (4) multiple types of learning achievement-based tests and assessments, and (5) feedback skills to stimulate learning.
2. The conditions of the behavior consisted of personality including (1) self-confidence, (2) self-efficacy, (3) the experience of teaching success, (4) the teacher’s anxiety about the experience, and (5) adaptatibility during the experience of professional teaching in schools. Environmental conditions included: encouragement given by intimate friends, and positive reinforcement, learners’ differences, and the workload.
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