The Development of Model for Enhancing Student Teacher’ School Teaching Practice Competencies Model Based on Hybridity Theory and Third Space Concept with Critical Reflection

Abstract

        This study aimed to develop and study the results of model for enhancing the teaching practice competency of mathematics student teachers based on the hybridity theory and third space concept, along with critical reflection. The research was applied research and development process. The voluntary participants were 15 mathematics student teachers who were practicing their teaching experience in the second semester of the academic year 2023, 15 mentor teachers, and 6 supervisors. The research instruments were interview forms and a student teachers' professional identity assessment form. The data were analyzed using inductive analysis, along with mean and standard deviation. The results of the research found that 1) the model for enhancing the teaching practice competency of mathematics student teachers based on the hybridity theory and third space concept, along with critical reflection, consisted of four components: 1. Principles 2. Objectives 3. Processes (7 steps) and 4. Measurement and evaluation of teaching practice competency. The overall appropriateness assessment results of the model from 5 experts were at a highly appropriate level of 4.50 out of 5.00. 2) after using the model, student teachers' professional identity in the field of mathematics teaching are overall at excellent level in 3 aspects ( = 4.51, S.D. = 0.50) which are 1) the ability to use mathematical knowledge according to the context encountered during teaching practice ( = 4.50, S.D. = 0.51), 2) the ability to create and use innovation, and apply technology to benefit student learning that is appropriate for the context encountered during teaching practice ( = 4.50, S.D. = 0.51) and 3) the ability of teaching practice in the context of their school (  = 4.53, S.D. = 0.50).