Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study
Abstract:Preparing preservice teachers for professional engagement is important for teacher education and has received much attention over the past decades. Therefore, finding effective training and coaching to improve the professional skills of preservice teachers (PSTs) is of great importance. This study developed a proactive online training program (POTP) based on a model of work-integrated learning (WIL) activities and teacher education. The objective was to evaluate the effectiveness of the POTP in improving PSTs’… Show more
“…Technical skills and English proficiency are often valuable assets, particularly with the growing globalization of businesses in the country ( Khampirat, 2021 ; It-ngam et al, 2023 ). Despite this, Thai students continue to encounter issues related to skills mismatch and low proficiency in the English language ( Sa-Nguanmanasak and Khampirat, 2019 ; Bamrungsin and Khampirat, 2022 ).…”
ObjectiveThis study aimed to evaluate the psychometric properties of the Career Adapt-abilities Scale (CAAS) and analyze the relationships between sociodemographic variables and career adaptability using the MIMIC model with DIF.MethodsIn this cross-sectional study, the CAAS, consisting of four sub-scales—concern, control, curiosity, and confidence—each comprising six items, was administered to 620 undergraduate students from 34 universities in Thailand. Among the participants, women constituted 66.77%, while men accounted for 32.58% (Mean Age = 20.33). To explore the influence of sociodemographic characteristics on specific CAAS item responses, a Multiple-Indicators, Multiple-Causes model with Differential Item Functioning (MIMIC-model with DIF) was employed.ResultsThe findings revealed robust internal consistency and reliability in the CAAS. Both the four-factor and second-order factor models exhibited excellent fit indices, emphasizing the significance of each item within the measure. Sociodemographic characteristics did not demonstrate a significant direct effect on the four CAAS subscales, it is worth noting the exception regarding paternal education. Paternal education was found to have a statistical significance impact on two specific CAAS items: “looking for opportunities to grow as a person” and “becoming curious about new opportunities.”ConclusionThese findings underscore the intricate influence of paternal education on specific aspects of career adaptability, suggesting that certain dimensions of career adaptability may be shaped by factors extending beyond the conventional sociodemographic variables examined in this study. Future research could delve deeper into the complex interplay of sociodemographic factors and individual attributes to provide a more holistic perspective on career adaptability in Thailand.
“…Technical skills and English proficiency are often valuable assets, particularly with the growing globalization of businesses in the country ( Khampirat, 2021 ; It-ngam et al, 2023 ). Despite this, Thai students continue to encounter issues related to skills mismatch and low proficiency in the English language ( Sa-Nguanmanasak and Khampirat, 2019 ; Bamrungsin and Khampirat, 2022 ).…”
ObjectiveThis study aimed to evaluate the psychometric properties of the Career Adapt-abilities Scale (CAAS) and analyze the relationships between sociodemographic variables and career adaptability using the MIMIC model with DIF.MethodsIn this cross-sectional study, the CAAS, consisting of four sub-scales—concern, control, curiosity, and confidence—each comprising six items, was administered to 620 undergraduate students from 34 universities in Thailand. Among the participants, women constituted 66.77%, while men accounted for 32.58% (Mean Age = 20.33). To explore the influence of sociodemographic characteristics on specific CAAS item responses, a Multiple-Indicators, Multiple-Causes model with Differential Item Functioning (MIMIC-model with DIF) was employed.ResultsThe findings revealed robust internal consistency and reliability in the CAAS. Both the four-factor and second-order factor models exhibited excellent fit indices, emphasizing the significance of each item within the measure. Sociodemographic characteristics did not demonstrate a significant direct effect on the four CAAS subscales, it is worth noting the exception regarding paternal education. Paternal education was found to have a statistical significance impact on two specific CAAS items: “looking for opportunities to grow as a person” and “becoming curious about new opportunities.”ConclusionThese findings underscore the intricate influence of paternal education on specific aspects of career adaptability, suggesting that certain dimensions of career adaptability may be shaped by factors extending beyond the conventional sociodemographic variables examined in this study. Future research could delve deeper into the complex interplay of sociodemographic factors and individual attributes to provide a more holistic perspective on career adaptability in Thailand.
“…There were arguments that there are risks in training instructors with lots of theory and little practice have raised concerns [1]. Education must be updated to ensure that future educators can integrate students' prior knowledge with new meaningful learning, pose questions, identify and justify ideas, articulating and designing their lessons with equity in mind, creating equitable learning environments to meet students' individual learning needs, and co-constructing knowledge and learning experiences with their students [2][3] [4].…”
This study aimed to investigate how pre-service teachers enrolling in Bachelor of Education programs perceived and were prepared for critical and creative thinking, as well as the use of technology based on student ability. The research data set was obtained from self-assessment questionnaire regarding how pre-service teachers perceived critical and creative thinking and the readiness of technology usability. The descriptive statistics from an online survey show that all respondents' level of readiness for teaching critical and creative thinking is at Level 2 and the preservice teachers tend to integrate a variety of technologies into classroom. It was inferred that the pre-service teachers had challenges in using digital tools as a teaching and learning tool in the classroom. Notwithstanding these challenges, pre-service teacher professional development programs should promote stronger curricula that address critical and critical thinking as well as the integration of technology to enable pre-service teachers to become a powerful agent for promoting change in the classroom.
Introduction. The acute shortage of young teachers currently observed in Russia is of particular interest to students who have already started working in the education field during their studies. The search for ways to support and prevent potential difficulties for such students is the subject of discussion. Aim. The aim of the study is to explore potential strategies to assist students from pedagogical universities who are working in schools while mastering the basic professional educational programme. Methodology and research methods were based on systemic, activity-based, and personality-oriented approaches. Theoretical (analysis and author’s interpretation of psychological and pedagogical literature on the problem of accompanying higher education students, systematisation, and generalisation of scientific research results) and empirical (questionnaires, interviews, analysis and interpretation of results, pedagogical modelling) methods were used. Results and scientific novelty. The study presents a proven pedagogical system that considers the full cycle of support aimed at identifying the challenges faced by working students, determining the main directions of targeted support, implementing it, and fostering the development of students in educational and professional activities. The content and format of the subjects’ activities at each stage of support are described: preparation, correction, enrichment, reflection. The dyads “student-teacher” and “young teacher-teacher-mentor” are combined to address the shared goal of offering comprehensive support. Practical significance. The developed model of support for students at a pedagogical university who are working at schools can be implemented in the training of future teachers at the university and in the educational institutions where the students are employed.
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