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.

Main Article Content

Ajcharapun Kunsuya
Thasuk Junprasert
Wilailak Langka

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.

Article Details

Section
บทความวิจัย (Research Article)

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