Thai Pre-Service Science Teachers Engaging Action Research during Their Fifth Year Internship

Autor/inn/en	Faikhamta, Chatree; Clarke, Anthony
Titel	Thai Pre-Service Science Teachers Engaging Action Research during Their Fifth Year Internship
Quelle	In: Asia Pacific Journal of Education, 35 (2015) 2, S.259-273 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.860011
Schlagwörter	Action Research; Internship Programs; Preservice Teachers; Preservice Teacher Education; Student Research; Teacher Education Programs; Qualitative Research; Student Teaching; Reflection; Student Journals; Focus Groups; Observation; Negative Attitudes; Student Teacher Attitudes; Field Experience Programs; Performance Factors; Guidance; School Support; Research Tools; Time Factors (Learning); Student Surveys; Student Experience; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Projektforschung; Berufspraktische Ausbildung; Lehramtsstudiengang; Lehrerausbildung; Studentenforschung; Qualitative Forschung; Teaching practice; Unterrichtspraxis; Studentenzeitung; Beobachtung; Negative Fixierung; Praxisnahes Lernen; Leistungsindikator; Beratung; Schulförderverein; Forschungsmittel; Schülerbefragung; Studienerfahrung; Ausland
Abstract	As a key element in teacher education programmes, action research is a learning process in which pre-service teachers inquire, reflect on and improve their teaching practices. This qualitative study sought to understand what enhanced or hindered Thai pre-service teachers' action research projects during their student teaching. This study drew upon written reflections, focus-group interviews and observations of seminar sessions. Data analysis was inductive, involving categorical aggregation followed by a search for correspondence and patterns. The results indicated that the pre-service teachers misunderstood action research, and also held a negative attitude toward it, both of which led them to superficial analyses of practice. They struggled with time limitations, data gathering and interpretation strategies. In spite of the struggles they experienced, these pre-service science teachers did learn more about the action research through collaboratively working with cooperating teachers and university supervisors and on-campus seminar discussions held concurrently with the fifth year internship. Recognizing and understanding the reasons and thinking patterns at the root of these teachers' difficulties with learning about action research can form the basis for reflecting on and rethinking the components of science teacher preparation programmes in Thailand. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01