Good teaching practices in an action research course for promoting pre-service science teachers’ research ability for improving their teaching practices

Jeerawan Ketsing*, Chatree Faikhamta, Noriyuki Inoue

*この研究の対応する著者

研究成果: Article査読

抄録

This two-year qualitative inquiry aimed to explore good teaching practices in an action research course that promoted pre-service science teachers’ research ability for improving their own practices. Forty-four participants of this study were from two cohorts of master degree program under the Project for the Promotion of Science and Mathematics Talented Teacher (PSMT), of a public university in Bangkok. To achieve the research aim, data were collected from multiple data sources, including the research skill evaluation form, exit slips, classroom artifacts, videotape of instructions, and instructor’s journal. By assessing the participants’ skills in doing action research, the data from the evaluation forms were analyzed using descriptive statistics. Thematic analysis was used for eliciting good teaching practices in the course. Results show that most of the pre-service teachers have a high ability level in conducting classroom action research after learning through the research course. Findings reveal that good practice for this course is a creation and maintenance of a) positive classroom atmosphere, b) critical friend communities, and c) hands-on activities that allow the leaners to teach their peers. Findings of this study help to fulfill research gap on how to teach pre-service teachers in a way that promotes their self-development.

本文言語English
ページ(範囲)519-527
ページ数9
ジャーナルKasetsart Journal of Social Sciences
40
2
DOI
出版ステータスPublished - 2019 5 1

ASJC Scopus subject areas

  • 社会科学(全般)

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