Approach for Classroom Observation Practice of Mathematics Student Teachers: the Case of the Department of Mathematics, Ubon Ratchathani Rajabhat University
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Abstract
This research was conducted within the context of a teaching practicum for second-year student teachers in the Department of Mathematics, Faculty of Education, Ubon Ratchathani Rajabhat University. The purpose of this study was to 1) use qualitative research methods to explain the approach for classroom observation by utilizing lesson study and the open approach according to Inprasitha (2011, 2015) and 2) analyze compliance with this observation approach. The target group consisted of nine mathematics student teachers. Data were collected through participatory observation, questionnaires, interviews, and document analysis. Qualitative data were analyzed using content and protocol analysis based on the frameworks of Inprasitha (2015) and Jacobs et al. (2010), employing methodological triangulation. Quantitative data were analyzed using descriptive statistics such as mean and standard deviation.
The study's findings revealed the following: 1. The approach to classroom observation involved weekly activities comprising three stages: 1) Pre-observation activities: designing tasks, anticipating outcomes, and preparing to manage students' ideas. 2) Observation activities: (2.1) The instructor allowed students to solve problems independently while observing their thought processes. Students' ideas were organized to facilitate classroom discussions. (2.2) Observers took notes on students' ideas, writing, drawings, and spoken contributions as they collaborated to solve problems and discuss issues. 3) Post-observation activities: sharing and discussing observable data such as students' ideas, reasoning, and connections to mathematical concepts. 2. The student teachers demonstrated practices that promoted their ability to attend to, interpret, and respond to student ideas. Following their participation in activities based on this approach, it was found that the student teachers showed increased levels of practice, enhancing their classroom observation ability.
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