The Development of Guidelines for Enhancing Pre-Service Teachers’ Instructional Competence through International Teaching Observation

Abstract

This qualitative research aimed to 1) study instructional approaches in overseas schools through pre-service teachers’ classroom observation, 2) analyze reflective thinking related to instructional management competencies developed through classroom observation in overseas schools among pre-service teachers, and 3) develop guidelines for enhancing instructional management competencies of pre-service teachers through classroom observation in overseas schools. The key informants consisted of 20 pre-service teachers from Prince of Songkla University who participated in classroom observation programs in five countries: China, South Korea, Brunei Darussalam, Indonesia, and Malaysia. Data were collected through classroom observations and interviews. The data were analyzed using thematic comparison to identify common and differing issues across countries, and the credibility of the findings was verified through triangulation. The results indicated that instructional approaches in overseas schools-including educational philosophies, learning models, the use of media and technology, and classroom environments-were adapted to suit the learners’ contexts, cultures, and social settings. Reflective thinking enabled the pre-service teachers to gain a deeper understanding of teachers’ roles in four key aspects: instructional planning and design, classroom management, assessment and evaluation, and technology integration. The study proposed a four-step framework for developing teaching competency 1) preparation before international observation, 2) classroom observation in overseas schools, 3) reflective thinking and lesson synthesis, and 4) knowledge exchange and academic dialogue. This framework is termed the PIRK-E Model, which focuses on developing teaching competency through international classroom observation experiences. The findings provide practical guidance for teacher education institutions to enhance teacher preparation and strengthen national educational quality to compete in the international arena.