Building a Bridge: Preparing Student Teachers’ Instructional Competence through School Integrated Learning (SIL)
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Promoting and supporting student teachers to have the opportunity to learn and have experiences in real schools and classrooms as work-integrated learning (WIL) can help them develop compliance competencies. This article focuses on identifying student teachers’ instructional competency and a developing School Integrated Learning (SIL) process to enhance their competency by conducting a study with 191 second year undergraduate student teachers enrolled at the Faculty of Education at a university located in northeast Thailand, 8 teacher educators, and 11 school mentors who work in Professional Development Schools (PDSs). The result revealed that student teachers’ instructional competencies consisted of 13 indicators in three domains: student-oriented instructional design, implement and practice of diverse teaching strategies and assessment of student learning and self-learning. All competencies can develop through SIL process; PROACTIVE is an acronym for preparation, recap the lessons learnt, observe the classroom, apply knowledge, create a lesson plan, teaching in the classroom, identify student learning, visit other classrooms and evaluate self competency. A strong relationship between educators, school mentors and student teachers as PLC members through SIL is the key of the process proposed and their sharing-reflection can help student teachers improve their instructional competency.
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Journal of Information and Learning ดำเนินการโดยสำนักวิทยบริการ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี บทความที่ได้รับการตีพิมพ์ในวารสารได้รับความคุ้มครองตามกฎหมายลิขสิทธิ์ โดยเจ้าของลิขสิทธิ์จะมีสิทธิในการทำซ้ำ ดัดแปลง และเผยแพร่งานบทความ ทั้งรูปแบบอิเล็กทรอนิกส์ การทำฉบับสำเนา การแปล และการผลิตซ้ำในรูปแบบต่างๆ ลิขสิทธิ์บทความเป็นของผู้เขียนและสำนักวิทยบริการ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี วารสารฯ ขอสงวนสิทธิ์ในการพิจารณาตีพิมพ์ตามความเหมาะสม รวมทั้งการตรวจทานแก้ไข การปรับข้อความ หรือขัดเกลาภาษาให้ถูกต้องตามเกณฑ์ที่กำหนด สำหรับผลการวิจัยและความคิดเห็นที่ปรากฏในบทความถือเป็นความคิดเห็นและอยู่ในความรับผิดชอบของผู้เขียน
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