การประเมินโครงการอบรมเชิงปฏิบัติการเพื่อเตรียมความพร้อม ก่อนการฝึกปฏิบัติการสอนในสถานศึกษาโดยใช้รูปแบบการประเมิน ของเคิร์กแพทริค

Tidarat Samanpan

Authors

Tidarat Samanpan Faculty of Education, Nakhonratchasima College

Keywords:

Project Evaluation, Readiness Preparation before Teaching Practicum in Educational Institutions, Kirkpatrick Evaluation Model

Abstract

The purposes of this research were to: 1) evaluate students’ satisfaction toward the workshop project designed to prepare students before their teaching practicum in educational institutions; 2) compare students’ knowledge regarding lesson plan writing, research conducting, and project development; 3) investigate the teaching behaviors of students based on the opinions of university supervisors and mentor teachers; and 4) evaluate the impact of the project through the analysis of the number of research topics, research conceptual frameworks, and student development projects that students were able to produce.

The sample group consisted of 30 students enrolled in the Master of Education Program in Curriculum and Instruction, Faculty of Education, Nakhonratchasima College, who were studying in the course MED63403: Teaching Practicum in Educational Institutions I during the second semester of the 2024 academic year. The participants were selected through cluster random sampling. The research instruments included: 1) a knowledge test on lesson plan writing, research conducting, and project development; 2) a teaching behavior assessment form; and 3) a student satisfaction questionnaire toward the workshop training program. The data were analyzed using percentage, mean, standard deviation, and t-test.

The research findings revealed that: 1) the students’ satisfaction toward the workshop project for preparation before the teaching practicum in educational institutions was at the highest level; 2) the students’ knowledge of lesson plan writing and research conducting after the training was significantly higher than before the training at the 0.01 level of statistical significance; 3) the students’ teaching behaviors were at the highest level; and 4) the students were able to formulate 30 research topics and research conceptual frameworks (100 percent) and develop 27 student development projects (90 percent).

References

จารุชา สมศรี. (2566). รูปแบบการพัฒนาครูเพื่อเสริมสร้างสมรรถนะในศตวรรษที่ 21 [วิทยานิพนธ์ปริญญาดุษฎีบัณฑิต]. มหาวิทยาลัยพะเยา

พงศธร ไพจิตร. (2561). การพัฒนาหลักสูตรเตรียมความพร้อมก่อนฝึกประสบการณ์วิชาชีพครู (พลศึกษา) [วิทยานิพนธ์]. จุฬาลงกรณ์มหาวิทยาลัย.

ธนภร อินต๊ะสิน, ภัฐธีร์ตา วัฒนประดิษฐ์, ปวลี เสมอวงษ์, วรวรรณ ศรีสุทธินันทน์ และพันทิวา ฐานคร. (2566). การศึกษาการรับรู้ความสามารถของตนเองก่อนออกฝึกประสบการณ์วิชาชีพครูของนิสิตสาขาการศึกษาปฐมวัย. E-Journal of Education Studies, Burapha University, 5(2), 85–99.

Best, John W. (1977). Research in Education. (3rd ed). Prentice Hall inc.

Chanpala, P., et al. (2022). Project-based learning for pre-service teachers’ competencies development. Silpakorn University Press.

Darling-Hammond, L. (2017). Teacher education and the profession of teaching. Harvard Education Press.

Depping, D., Ehmke, T., Besser, M., & Leiß, D. (2024). How does pre-service teachers’ self-efficacy relate to the fulfilment of basic psychological needs during teaching practicum?. Education Sciences, 14(12), 1312. https://doi.org/10.3390/educsci14121312

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.

Heydari, M. R., Taghva, F., & Amini, M. (2019). Using Kirkpatrick’s model to evaluate a teaching workshop: A study from Iran. BMC Research Notes, 12(388), 1–5.

Holton, E. F., III. (1996). The flawed four-level evaluation model. Human Resource Development Quarterly, 7(1), 5–21. https://doi.org/10.1002/hrdq.3920070103

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed). Berrett-Koehler.

Mok, S. Y., & Staub, F. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies. Teaching and Teacher Education, 107, 103484. https://doi.org/10.1016/j.tate.2021.103484

Noe, R. A. (2020). Employee training and development (8th ed). McGraw-Hill Education.

Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(4), 1–8. https://doi.org/10.1186/s42862-019-0003-z