Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process

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  • Source:
    International Journal of Instruction, v12 n3 p289-306 Jul 2019. 18 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1220208
      International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
    • Peer Reviewed:
      Y
    • ISSN:
      1694-609X
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      This mixed-methods study employed an explanatory sequential design to examine the effect of the blended-mentoring supervision toward science teaching competencies. The studied group comprised 3 pre-service science teachers who were studying in the Faculty of Education at a University in Pattani, Thailand. During 4 months of science teaching practicum in Southern Thai provinces, they were supervised under the designed blended-mentoring supervision by supervisors and in-service science teachers. A science teaching competency assessment form along with semi-structured interview was used to examine science teaching competency examining from lesson plans, teaching observation notes and teaching material. Then data were analyzed in teaching-competency mean scores in conjunction with content analysis to identify the change of teaching competency. The findings revealed that the teaching competencies of the 3 pre-service science teachers were at high level with "learning management capacity" being the highest, followed by "teacher's comprehension of the taught science content and level," and "measurement and assessment ability" with 4.08, 4.07, and 3.98 mean scores, respectively. The interview and observation analysis revealed that the influencing factors of the science teaching competencies comprise pre-class mentoring, teaching observation, reflection, and technological integration for the blended-mentoring process.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      18
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1220208
  • Citations
    • ABNT:
      BUATIP, S.; CHAIVISUTHANGKURA, P.; KHUMWONG, P. Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process. International Journal of Instruction, [s. l.], v. 12, n. 3, p. 289–306, 2019. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220208&custid=s8280428. Acesso em: 6 dez. 2019.
    • AMA:
      Buatip S, Chaivisuthangkura P, Khumwong P. Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process. International Journal of Instruction. 2019;12(3):289-306. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220208&custid=s8280428. Accessed December 6, 2019.
    • APA:
      Buatip, S., Chaivisuthangkura, P., & Khumwong, P. (2019). Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process. International Journal of Instruction, 12(3), 289–306. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220208&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Buatip, Supakan, Parin Chaivisuthangkura, and Pinit Khumwong. 2019. “Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process.” International Journal of Instruction 12 (3): 289–306. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220208&custid=s8280428.
    • Harvard:
      Buatip, S., Chaivisuthangkura, P. and Khumwong, P. (2019) ‘Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process’, International Journal of Instruction, 12(3), pp. 289–306. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220208&custid=s8280428 (Accessed: 6 December 2019).
    • Harvard: Australian:
      Buatip, S, Chaivisuthangkura, P & Khumwong, P 2019, ‘Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process’, International Journal of Instruction, vol. 12, no. 3, pp. 289–306, viewed 6 December 2019, .
    • MLA:
      Buatip, Supakan, et al. “Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process.” International Journal of Instruction, vol. 12, no. 3, July 2019, pp. 289–306. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220208&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Buatip, Supakan, Parin Chaivisuthangkura, and Pinit Khumwong. “Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process.” International Journal of Instruction 12, no. 3 (July 1, 2019): 289–306. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220208&custid=s8280428.
    • Vancouver/ICMJE:
      Buatip S, Chaivisuthangkura P, Khumwong P. Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process. International Journal of Instruction [Internet]. 2019 Jul 1 [cited 2019 Dec 6];12(3):289–306. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220208&custid=s8280428