Developing Thai Second-year Elementary Student Teachers’ Technological Pedagogical Content Knowledge for STEM Integration through Micro-Teaching
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Technological Pedagogical Content Knowledge (TPCK) serves as a framework for integrating technology into teaching. It has significant implications for teachers and teacher educators. The purposes of this study were to study 1) The development of Thai second-year elementary student teachers’ TPCK for STEM Integration through Micro-teaching. 2) The satisfaction with STEM integration through Micro-Teaching. The samples comprised 30 Thai second-year elementary student teachers who enrolled in the Science and Technology for Elementary Education Teachers course, which was conducted during the first semester of 2023, at Surindra Rajabhat University, which was located in the North Eastern Part of Thailand. This study employed both qualitative and quantitative data collection methods to explore the development of TPCK among second-year Thai elementary student teachers. The instruments were the questionnaire on TPCK development with semi-structured interviews and the questionnaire on satisfaction with STEM integration through Micro-Teaching, 5-point Likert Scale format. Multiple data sources consisted of classroom observation, semi-structured interviews on the student teachers’ lesson plans, micro-teaching practices, reflective journals, and document reviews. The data was analyzed by mean and standard deviation. The results revealed that 1) the development of Thai second-year elementary student teachers’ TPCK for STEM Integration overall was at a high level. The component with the highest level and the highest average scores was Technological Knowledge (TK). The component with the lowest level was Technological Content Knowledge (TCK), respectively. 2) The satisfaction with STEM integration through Micro-Teaching overall was at a high level. The item with the highest level and the highest average scores was integrating STEM promotes student-centered learning. The item with the lowest level was developing appropriate STEM-integrated learning activities for various student groups, respectively.
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1. บทความที่ลงตีพิมพ์ทุกเรื่องได้รับการตรวจทางวิชาการโดยผู้ประเมินอิสระ ผู้ทรงคุณวุฒิ (Peer Review) สาขาที่เกี่ยวข้อง อย่างน้อย 3 ท่าน ในรูปแบบ Double blind review
2. ข้อคิดเห็นใด ๆ ของบทความที่ลงตีพิมพ์ในวารสารมหาวิทยาลัยราชภัฏมหาสารคาม นี้เป็นของผู้เขียน คณะผู้จัดทำวารสารไม่จำเป็นต้องเห็นด้วย
3. กองบรรณาธิการวารสารมหาวิทยาลัยราชภัฏมหาสารคาม ไม่สงวนสิทธิ์การคัดลอกแต่ให้อ้างอิงแสดงที่มา
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