The purposes of this descriptive research were to develop a criterion for evaluating pre-service science teachers' teaching practices and to study the effect of using criterion in supervision process through reflective process. The views of cooperating teachers and university supervisors on pre-service science teachers' teaching practices were collected by questionnaire. The data was analyzed and served as a basis for developing the standard criteria. In supervision process, five student teachers used the standard criterion as a self-assessment form to reflect and improve their practices in a post-observation session, and then provided feedbacks by cooperating teachers and university supervisors. The classroom observations and an interview protocol were used as research tools to gather the effect of reflective process. The findings showed that three aspects of planning instruction, teaching, and learning environment should be included in the standard criterion. In aspect of planning instruction, there were six items including understanding about curriculum, content knowledge, teaching strategies/techniques, students learning, learning media and resources and assessment techniques. In aspect of teaching, there were six items including effective instruction, meaningful learning, appropriate assessment, effective communication, and effective use of media, resources and technology. The learning environment included care and respect to students, physical environment, motivated student learning, and classroom management. It also found that using reflective process could improve pre-service science teachers' teaching practices. They performed increasingly on effective instruction, effective use of media, resources and technology and appropriate assessments, whereas, effective communication and classroom management were still significant problems.
Akarat Tanak, Kasetsart University, Thailand
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