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ข้อมูลการเผยแพร่ผลงาน
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| ชื่อบทความที่เผยแพร่ |
The Practicum in Mathematics Teacher Education |
| วัน/เดือน/ปี ที่เผยแพร่ |
24 พฤศจิกายน 2561 |
| การประชุม |
| ชื่อการประชุม |
World Association of Lesson Studies (WALS) International Conference 2018 |
| หน่วยงาน/องค์กรที่จัดประชุม |
Beijing Normal University |
| สถานที่จัดประชุม |
Beijing Normal University |
| จังหวัด/รัฐ |
Beijing, China |
| ช่วงวันที่จัดประชุม |
23 พฤศจิกายน 2561 |
| ถึง |
26 พฤศจิกายน 2561 |
| Proceeding Paper |
| Volume (ปีที่) |
1 |
| Issue (เล่มที่) |
1 |
| หน้าที่พิมพ์ |
E-3 |
| Editors/edition/publisher |
WALS |
| บทคัดย่อ |
The teacher is the most important element in an education system because the quality of the teacher and teaching influence the quality of education and students’ learning (Inprasitha, 2015; Takahashi, 2015; Yeap, Foo & Soh, 2015). Most of high quality education countries come from the high quality teacher education. Therefore, they need to know about policies, curriculum, professional development, and practice in teacher education (Darling-Hammond & Lieberman, 2012). Moreover, high quality teacher preparation supports the acquisition of pre-service teachers’ essential knowledge and skills (Inprasitha, 2015). Practicum or teaching practice is one important element in teacher education program because hands-on experience and suggestion from an experienced teachers or practitioners will support pre-service teachers to have the necessary skills and knowledge (Novotna, Moraova & Tatto, 2014). Furthermore, teacher education is not only the preparation for pre-service teacher for teaching but also the continuous training for the rest of their career (Loughran & Hamilton, 2016).
The study described here investigated of the practicum in mathematics teacher education at Khon Kaen University in Thailand. Participants included pre-service teachers in the Mathematics Education Program, Faculty of Education, Khon Kaen University in 2017 academic year. The pre-service teachers in each year had to go to schools for their practicums, 1 week for the first year, 2 weeks for the second year, 3 weeks for the third year, 4 week for the fourth year, and 1 year for the fifth year or internship. A qualitative research design was used in this study. Data were collected by participated observations and documents. The text from the observation notes, and document reviews were considered together and coded through the lens of curricular structure and professional development according with Inprasitha’s idea. Inprasitha (2004) pointed out the three main parts for building up the teacher education program as following; 1) Community of Practice (Lave & Wenger, 1991; Wenger, 1998), 2) Reflective Thinking (Dewey, 1933), Metacognition (Flavell, 1979), and 3) Teacher’s knowledge (Shulman, 1987).
Findings were 1) the pre-service teachers are encouraged in the community of practice while having their practicum in the project schools through the innovation of Lesson Study and Open Approach. They learned how to read the project mathematics textbooks, how to design the problem situation with students’ real world as well as how to anticipate students’ ideas and 2) the classroom observation skill and reflection skill are practiced and trained during the pre-service teachers’ practicum. They learned how to set the objectives or points while observing students in the classroom.
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| ผู้เขียน |
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| การประเมินบทความ (Peer Review) |
มีผู้ประเมินอิสระ |
| มีการเผยแพร่ในระดับ |
นานาชาติ |
| รูปแบบ Proceeding |
Abstract |
| รูปแบบการนำเสนอ |
Oral |
| เป็นส่วนหนึ่งของวิทยานิพนธ์ |
ไม่เป็น |
| ผลงานที่นำเสนอได้รับรางวัล |
ไม่ได้รับรางวัล |
| แนบไฟล์ |
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| Citation |
0
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