Enhancing the Professional Teacher Competencies of Pre-service Teachers Using Major-Specific Instructional Practicum Program
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Abstract
This qualitative research aimed to study the program's outcomes for promoting preservice teachers' teaching profession. These include perceptions of preservice teachers' professional competencies and their pedagogical content knowledge. The participants were 199 fourth-year
undergraduate student teachers from a university in Bangkok in the academic year 2022. The research instruments included a pre- and post-perception survey on preservice teacher competencies, a CoRe worksheet for students during lesson plans and teaching practice design, and preservice teacher interviews. The perception survey data were analyzed by categorizing them into groups
and calculating frequencies and percentages. Other qualitative data were analyzed using content analysis to find patterns of professional teaching competencies. The results showed that before participating in the program, the preservice teachers perceived themselves as highly competent in performing teaching duties and professional ethics, with the highest level of competency in social ethics (= 4.57) . However, they perceived themselves as moderately competent in teaching and learning and were most concerned about the accuracy of content knowledge. After participating in the program, most students reflected that they had the highest competency in teaching duties
and professional ethics ( = 4.66). Furthermore, their perceived competency in teaching and learning increased significantly, reaching a high to very high level in all competencies.
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