Development of a Model for Teaching Supervision Based on the Conceptual Framework of Growth Mindset for Teacher Professional Experience Interns to Develop Students’ Learning Achievemment
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Abstract
The purposes of this research were (1) to create a model for teaching supervision based on the conceptual framework of growth mindset for teacher professional experience interns to develop students’ learning achievement; and (2) to study the results of experimenting with the developed model. The research sample consisted of 60 students in the Graduate Certificate of Professional Teacher Program of the Faculty of Liberal Arts and Education, Pathum Thani University in the 2018 academic year, who were not professional teachers and willing to participate in this research. They were obtained by cluster random sampling. Then they were randomly assigned into the experimental group and the control group each of which consisting of 30 students. The tools used in this study were a model of teaching supervision based on the conceptual framework of growth mindset, and a scale to assess growth mindset. The independent t-test was used to compare the post-experiment mean score of growth mindset of the experimental group interns with the counterpart mean score of the control group interns. The dependent t-test was used to compare the pre-experiment and post-experiment mean scores of growth mindset of the experimental group interns. The research findings were as follows: 1. The constructed model consisted of 8 components: (1) the principles of the model, (2) the purposes of the model, (3) the conditions for implementing the teaching supervision model, (4) the contents of the teaching supervision model, (5) the steps of teaching supervision, (6) the brain-mind and learn pattern of learning management, (7) the guidelines for developing a conceptual framework for growth mindset, and (8) measurement and evaluation. 2. Intern students who used the teaching supervision model based on the conceptual framework of growth mindset had the post-experiment growth mindset scores significantly higher than the counterpart scores of intern students who did not use the teaching supervision model at the .05 level of statistical significance. 3. The post-experiment growth mindset scores of intern students who used the teaching supervision model based on the conceptual framework of growth mindset were significantly higher than their pre-experiment counterpart scores at the .05 level of statistical significance. The results of this experiment indicated that the teaching supervision model based on the conceptual framework of growth mindset, as developed by the researcher, could develop growth mindset of the experimental group intern students to be higher than that of the control group intern students.
Article Details
1. กองบรรณาธิการสงวนสิทธิ์ในการพิจารณาและตัดสินการตีพิมพ์บทความในวารสาร
2. บทความทุกเรื่องจะได้รับการตรวจสอบทางวิชาการโดยผู้ทรงคุณวุฒิ แต่ข้อความและเนื้อหาในบทความที่ตีพิมพ์เป็นความรับผิดชอบของผู้เขียนแต่เพียงผู้เดียว มิใช่ความคิดเห็นและความรับผิดชอบของมหาวิทยาลัยศรีปทุม
3. การคัดลอกอ้างอิงต้องดำเนินการตามการปฏิบัติในหมู่นักวิชาการโดยทั่วไป และสอดคล้องกับกฎหมายที่เกี่ยวข้อง
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