The coaching approach was used to enhance preservice teachers' capacity to do classroom action research in science classrooms

Abstract

Classroom action research presents a significant barrier to teachers and students gaining professional experience. It was shown that many teachers and student teachers had misconceptions about conducting research in the classroom. Concerns about carrying out research, such as research design Creating research tools or choosing statistics for research The aim of this study was to investigate the effect of using a coaching approach to enhance students' research capacity in the science classroom. This study consisted of quasi-experimental research that used a post-experimental single-group test method. The participants in this research sample consisted of undergraduate students. Bachelor of Education Program, Faculty of Education, Valaya Alongkorn Rajabhat University, under royal patronage. The subjects were 12 students who were selected independently for their teaching experience in 5th-year institutions of education to determine their qualifications as students under the observation of the researcher. The results of the study showed that the teaching experience students' practical capacity in the scientific class after using the coaching process had an average of 4.50 points, which could be considered a good level of capability in the science class. When individual capacities were considered, it was discovered that after applying the coaching procedure, students were able to conduct research using the criteria provided by the researcher, passing the criteria by 70%. Students gained knowledge and understanding of operational research abilities in a class by using the coaching method with them to practice teaching. Find out more. Capable of conducting thorough research and correcting errors in accordance with academic standards.