Development of Research Process and Enhancing on Pre-service Teachers’ Reflective Thinking of Pedagogical Knowledge

Abstract

The  objectives research were  developing on research process and enhancing reflective thinking on pedagogical knowledge of pre-service teacher of Rajabhat MahaSarakham  University through  integrating  the supervising  process  with online media.   The participants  were 44 the 5^th year of  Pre-service teacher students  majoring in Science, Chemistry, Physics, Biology, and Computer Education and enrolled Internship 1 of the Bachelor of Education, 1^st semester of academic year 2016. Two types of research instruments were 1 Activity set on developing classroom research and enhancing reflective thinking on pedagogical knowledge of Internship comprised 3 units; unit 1 skill practice on employing the online media (www.edmodo), unit 2 practicing the background knowledge of reflective thinking on pedagogical knowledge, and unit 3 developing the ability on the process of classroom research, 2 research tools to collect the data which comprised 1) the ability evaluation form  on the process of classroom research, 2) the ability evaluation form of reflective thinking on pedagogical knowledge of teacher student, 3) the ability evaluation form of critical thinking on investigating the data, 4) the ability evaluation form of metacognition, and 5) the questionnaire on teacher student towards the process of classroom research. The quantitative data were analyzed through percentage, mean, standard deviation and t- test (dependent sample) meanwhile the qualitative data were analyzed through content analysis.

                        Results were that 1) the ability on the process of classroom research of teacher student after implementing the supervision activity through online media washigher than the before at the 0.1level of significance. 2) According to the ability of reflective thinking on pedagogical knowledge, mostly were at technical level as the percentage of 72.73, the contextual level as the percentage of 27.27. Meanwhile the reflective thinking at dialectical was not reported. 3)  The ability on critical thinking in data investigating as a whole was in high level. 4) Comparing the average score of the ability in metacognition among three tasks, show that ; the average score of the metacognition after implementing task 3 was higher than before implementing task 1 at the  0.1  level of   significance .  and 5) The attitude towards the process of classroom research as a whole was in “high” level.