European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 1 │ 2017
doi: 10.5281/zenodo.257023
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL
PRACTICING MODEL IN SCHOOL OF TRAINEE EDUCATIONAL
STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL
TEACHER COURSES
Atchariya Promtow, Arun Suikraduang, Piyatida Panyai
Research and Evaluation Program, Faculty of Education,
Rajabhat Maha Sarakham University, Maha Sarakham, Thailand, 44000
Abstract:
The aims of this research study were to analyze and develop the current state of
synthesizer requirements and guidelines for the Evaluation Instructional Practicing Model
(EIPM) in school of trainee educational students in teaching Internships professional
teacher course with the research technique of the Ethnographic Delphi Futures Research
(EDFR) on research limitation study into two phases, consequently with the sample size
of 10 educational experts to analyze the current problems, needs analysis, synthesis and
evaluation of the teaching internships and 18 professionals to determine the suitability
of propriety and feasibility standards of the assessment form until a consensus with the
EDFR were assembled of 7-educational trainee students by the 56-item of the 3-Delphi
Technique Questionnaire (DTQ) and an Assessing Guide Copy (AGC). Statistically
significant was analyzed with foundational statistic. It has found that the problems with
the EIPM performance in the four disciplines of performance criteria to determine lack
of gluten indicators and evaluation criteria, the quality of trainee student assessments,
resulting from supervisor was not evaluated to actual conditions. Requirements and
guidelines of the EIPM included four competencies: to manage learning in specific
disciplines, to evaluate, improve and develop curriculum to suit the potential learners,
can do in the classroom to develop trainee students, and to prepare a report on learning
management and trainee student development. EIPM model consisted of five
components: curriculum in specific disciplines contain three main indicator 14 subindicators, trainee students' potential indicator consists of two main sub-six indicators,
and to develop the trainee students in the class consists of two main indicator nine subi
Corresponding authors: e-mail nood_dee@hotmail.com and toansakul35@yahoo.com.au
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
431
Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
indicators. The four components reporting results, learning and trainee student
development comprises two main indicators five sub-indicators. Five elements and
attributions include two teachers, the main indicator 11 sub-indicators. The DTQ
questionnaires fifth edition of evaluators comprised of school administrators, teachers,
mentors and teacher supervision, trainee students assess themselves. Trainee students
were responded on propriety standard at a high level ( x = 4.46, S.D. = 0.18) and
feasibility standard at a high level ( x = 4.32, S.D. = 0.25).
Keywords: evaluation, instructional practicing model, trainee student, teaching
internships
1. Introduction
Developing countries that do not require any manpower is the key. Strengthening
environmental factors contributing to the development of people and strengthen the
immune changes that will occur in the future. This is consistent with National Social
and Economic Development Plan No. 11 (2012 - 2016) stipulates that the development
of manpower for the quality that it matched on the National Education Act AD 1999.
Education is an important factor 2542, in section 6, stipulates that education must be
possible to develop Thailand into a complete human body, mind, intellect, knowledge
and integrity, ethical and cultural lifestyle, and can co-exist with each other happily.
The mission of education is to produce quality trainee students. Prepare people
to look at a wide range of people pursuing better prepared to face the situation has
changed dramatically, such as; the development of physical, intellectual, emotional and
social. Improving the quality of people quality of education are required more
education to promote the learning of trainee students. Teacher is regarded as important
to serves mainly to promote the learning of the trainee students in various ways, and
teaching and learning in schools, both public and private, as provided for in Section 4 of
the National Education Act AD 1999 says that "Teacher" is a key role in the regulatory
process to achieve the learning curriculum. Teacher is a profession that requires
specialized knowledge in accordance with the regulations governing teachers'
professional standards and ethics of the profession of 2548 stipulates that teacher
education is a profession that acts primarily on the teaching and promotion, learning of
the trainee students through various means, including the responsibility for education
in early childhood education, basic and higher education, the lower the degree of both
public and private, and executive education outside schools in the district as well.
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DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
Education supports on services or operations related to the teaching process
supervision and executive education in various educational entities.
To construct and prepare of teachers for quality, there are professional standards
that the process requires a strong education is the preparation and the process of
producing quality teachers. Qualifications Bachelor Degree of Education (5 years)
identified the education of the Faculty of Education that must contain teachers to teach
subjects and majors. The categories of the number of credits, including courses are at
least 160 credits and specialized courses in the teaching profession, at least 46 credits of
study with field experience or teaching in the majors in two semesters, including at
least 12 credits. Considering Graduate desirable attributions is knowledge and looked
forward to learning the results of the trainee students have to integrate knowledge
about education and teachers to use in their professional future.
It requires knowledge, according to the knowledge for teachers; the trainee
students must also meet the standards for professional qualifications or professional
experience. That has been the practice of professional experience in education, teachers'
certification within two semesters to be ready and enough to be used in the practice
showed that those who took professional qualifications and experience as required by
law, and teacher can obtain a professional license (The Federation of Teachers and
Educational Personnel Act AD 2003) that it matched and switched conforms to Prawit
Erawam (2014) who said that teachers were very important and essential for education
in graduate education courses. Since it is an activity that contributes to learning at work
really to learning through action is developed. In school teacher was coaching duties in
the teacher's responsibility to teach both in classroom management care trainee
students. The extracurricular activities are including responsibility for other functions
throughout the school year, no one defective the professional experiences or practices
taught in schools. It is the process of arranging for trainee students to practice the
profession in the school curriculum in the fact that the teachers. The main duties of the
teaching and learning for trainee students in various ways are managed. Learning
management is in the majors only assess, improve and develop curriculum to suit the
potential of the trainee students do in the classroom to develop trainee students and to
prepare a report on the results of the learning and development of trainee students.
Thus, the teaching of trainee students in educational institutions teachers are so
desperately needed to provide a quality education for the trainee students in the
program graduate. This is a reflection of their readiness to leave the profession and
quality of learning management of vocational education teacher.
Teaching Internships refers to experiences that teacher trainees have in the
classroom before they take on the full range of responsibilities required for trainee
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
student teaching. Teaching Internships teachers partner with a professional teacher who
directs their activities and gives them feedback on any work they do. Teaching
internships activities are usually part of a university class. Commonly, a college course
on teaching methodology will include regular university course lectures, textbook
readings, homework assignments, and visits to local K-12 schools for teaching
Internships. The teaching Internships requirements for a teaching methodology course
will be fairly concrete. A specific number of hours will be required, usually in a specific
type of classroom (an elementary school homeroom, an ESL classroom, a physical
education class, etc.).
Other aspects of teaching Internships experiences vary a lot. Different courses
have different requirements. And university teacher education programs take different
approaches to arranging teaching Internships as well. The teaching internships could be
as short as a few hours in a semester, or as time-consuming as 15-20 hours a week.
Teaching Internships can involve one cooperating professional teacher or multiple
cooperating teachers. And they can take place at one school or more than one school.
In most teaching Internships experiences, education majors will do a
combination of observation and classroom assistance. At times, they will simply watch
the class, record their observations, and ask questions to their cooperating teacher
outside of class time. At other times, teaching Internships teachers will actively help
their cooperating teacher, working directly with the trainee students. They may even
teach a few lessons themselves, with a professional teacher–and perhaps also a faculty
member from their university–present in the classroom to supervise them and give
them feedback.
For the reasons mentioned as above, the researcher realized the significance and
do not even need to study the current problems, needs and approach to evaluate
teaching internships in schools. Trainee educational trainee student who conforms to
professional standards set by the Teacher Council of Educational Consultant, and
according to the needs of today's society. To guide the professional development of its
educational trainee students are compared. Used to plan policy of the agencies involved
in the restructuring plans can be configured to evaluate teaching internships in schools
of trainee educational trainee students in teaching Internships professional teacher
course.
2. Methodology
There is nothing quite like really teaching. Actually, being in a K-12 classroom and
working with kids is full of unexpected joys and challenges that are almost impossible
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
to describe secondhand. No amount of theory, course lectures, or textbook readings can
truly teach someone what to expect once they get to the classroom. The administrators
of teacher training programs know this. So they create teaching Internships experiences
to help trainee students discover the real K-12 environment for themselves. Once a
trainee student has completed enough teaching Internships, they’ll be ready to dive into
the full teaching experience, first as a trainee student teacher and eventually as a fully
licensed new teacher. Focused on development of the evaluation instructional
practicing model in school of trainee educational students in teaching Internships
professional teacher course, this research methodology is procedure follow as this
below:
2.1 Research Aims
1. To analyze the current state of synthesizer requirements and guidelines for
evaluating instructional practicing model (EIPM) of trainee educational
students in teaching Internships professional teacher course to practice in
school.
2. To develop an EIPM model to evaluate teaching internships for trainee
educational students in teaching Internships professional teacher course to
practice in school.
2.2 Research Limitations
This research aims to develop an EIPM model to evaluate teaching internships for
trainee educational students in teaching Internships professional teacher course to
practice in school with the research technique EDFR (Ethnographic Delphi Futures
Research) by a scoping study into two stages.
Step 1: to analysis, synthesis conditions, problems and needs guidance assessed an
EIPM model to evaluate teaching internships for trainee educational students in
teaching Internships professional teacher in school. Trainee educational students were
assessed by analyzing the concepts and theories related research, observing teachers of
one school and interviewed by 10 experts for the evaluation of teaching in teaching
Internships professional teacher practices in schools. Trainee educational students’
details are as follows:
Data Source Limitations
Articles and research papers related to teaching Internships in schools. The trainee
educational student suffered to professional teacher, teacher characteristics, and
attribution of preferred trainee student experienced teacher’s desirable, guide the
teaching in schools of various universities and other documents containing the Teacher
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
Council Act AD 2003, Regulations Governing teachers' Council: the Professional
Standards Act AD 2013 and the National Qualifications Framework for Higher
Education 2009 (Undergraduate qualification standards of Bachelor Degree Level of
Education (5 years) that it including of 56 items. Observing a school data with the
teaching Internships professional teacher was observed. Data from interviews with 10
educational experts were interviewed.
Variable Limitations
The scope of the study was variable of the current conditions in the assessment of
teaching internships in schools of trainee educational students, the problems of
evaluating teaching internships for trainee educational students in teaching Internships
professional teacher in school, needs to evaluate teaching internships for trainee
educational students in teaching Internships professional teacher practice in school, and
the guidelines for evaluating teaching internships for trainee educational students in
teaching Internships professional teacher in school.
Step 2: To develop an EIPM model to evaluate teaching internships for trainee
educational students in teaching Internships professional teacher in school. Trainee
educational students were assessed by observing teachers’ format and interviews with
educational experts to draft a synthetic form of assessment. Guide and evaluate
teaching internships for trainee educational students in teaching Internships
professional teacher in schools that details are as follows:
Data Source Limitations
It provides important information to create an EIPM model to assess teaching
internships for trainee educational students in teaching Internships professional teacher
in school. A trainee educational student experience is specialized teachers involved in
teaching in schools or teachers. Meets the criteria of an academic position at least
specialist accreditation or qualification under the Master of Education, to be
experienced practitioners on duty continuously for not less than five years continually,
on the channel with professional experiences who has been involved with professional
experiences and are willing to cooperate in providing information of 18 members as
follows: Professional education of third persons, professionals to teach and mentor of 3
members, the expert supervision of three persons, the expert supervision of the Institute
for teachers of 3 members, expert teachers, teachers of institutions of third persons, and
expert evaluation or research of 3 members.
The guide provides important information on the development, assessment, teaching in
schools. The student experience is an expert teacher of seven members as follows;
Associate Dean or Director Training Institute of Professional Teachers of 3 members,
expert evaluation or research of two persons, and professional course of two persons.
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
Variable Limitations
Researchers studied variables in this process is appropriate and possible forms of
manual assessment of teaching internships for trainee educational students in teaching
Internships professional teacher in schools.
2.3 Research Procedures
This research study has been conducted research techniques EDFR (Ethnographic
Delphi Futures Research) as follows; the researcher read the analysis and synthesis of
knowledge from documents and related research. In order to create a guideline for
interviews were analyzed, to observe the teachers in the school, students, professional
experiences one plant to assemble the information as a guide to create a series of
interviews. To be interviewed experts involved in evaluating teaching internships for
trainee educational students in teaching Internships professional teacher in school
teaching or teachers. The qualifying criteria set of 10 members to the current problems,
needs and ways of evaluating teaching internships for trainee educational students in
teaching Internships professional teacher in school. The draft assessment form by the
results of the synthesis document, observing school professional experiences, and
interviews with experts to draft a synthetic form of assessment and offer expert
examine the suitability and feasibility of the model evaluated by Delphi (Delphi
technique) until consensus by experts from 18 persons. Development guide evaluating
teaching internships for trainee educational students in teaching Internships
professional teacher in school, and to examine the suitability and feasibility of the
Evaluation Guide with 7 educational experts and evaluation guide improve teaching
internships in school.
2.4 Research Instruments
The research instruments consisted of the recording data, the observing form,
interviewing form, the Ethnographic Delphi Futures Research (EDFR) questionnaire,
and the guiding assessment.
A. The Recording Data
The Recording Data that is used to gather information about the current state, problem,
student needs, and the approach to the assessment of evaluation teaching internships
for trainee educational students in teaching Internships professional teacher in school.
B. The Observing Form
The Observing Form was created a terminology that covers attributions required by the
study of the evaluation teaching internships for trainee educational students in teaching
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
internships professional teacher in school by observation led to the scrutiny of the
advisor for coverage and accuracy of the EIPM model.
C. The Interviewing Evaluation Form
The Interviewing Evaluation Form was to be completed by the interviewer to rank the
overall qualifications for the position. Under each heading the interviewer gave a
numerical rating and write specific teaching related comments in the space provided.
D. The Ethnographic Delphi Futures Research (EDFR) Questionnaires
The EDFR questionnaires were used the Delphi (Delphi technique) to draft assessment
form to create theoretical concepts related benchmarks, key findings from interviews
with leading experts synthesized to determine the questions to be appropriate.
Consistent with the study and creation of open-ended questions cover issues like
education. To determine the quality side content validity and to analysis consistency the
consistency index (Item Congruence Index: IOC) as the basis for consideration evidence
of the IOC at 0.69.
E. The Guiding Assessment
The Guiding Assessment includes evaluating the appropriateness and feasibility of a
guide to assess teaching internships for trainee educational students in teaching
Internships professional teacher in school was experienced. Benchmark study theory
and related research was derived synthesis for determining the question to be
appropriated and created. The consistency index (Item Congruence Index: IOC) as the
basis for consideration from the IOC to 0.67 was analyzed.
2.5 Data Collection
To determine the issues to crawl down the current problems, needs and approach to
evaluate teaching internships for trainee educational students in teaching Internships
professional teacher in school. The selection of books, articles and research papers that
were relevance and reliability of data was selected. To analysis and synthesis of
information contained in the documents and related research problems with the current
requirements and guidelines for evaluating Teaching Internships for trainee
educational students in teaching Internships professional teacher in school from various
sources. The researchers recorded data from the analysis with synthetic papers and
related research. To record and classify information to cover a sideline words or phrases
which are all required information and bring it into code.
2.6 Data Analysis
Analysis of data from documents was related research information from observing
teaching internships for trainee educational students in teaching Internships
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
professional teacher and information obtained from interviews by analyzing the content
(Content Analysis) and presentation of the essay. Analysis of data from a query to find
consensus with median, mode, and the range quartile was used and analyzed. Using
the suitability and feasibility of a guide to assess teaching internships for trainee
educational students in teaching Internships professional teacher with average mean
score and standard deviation were administered to evaluation and assessment.
3. Results
Analysis of current synthetic problems’ needs and approaches to evaluate practices for
trainee educational students in teaching Internships professional teacher in school were
found. In assessing the current state of the EIPM model was differentiated. The problem
of the EIPM in four disciplines of performance criteria to determine teachers' lack of
gluten indicator and evaluation criteria that reflect the performance, the quality of
student assessments was not made according to actual conditions. Requirements and
guidelines for evaluating the EIPM set a standard of teachers. The EIPM model
included of four competencies; to manage learning in specific disciplines, to evaluate,
improve and develop curriculum to suit the potential learners, can do in the classroom
to develop students, and to prepare a report on learning management and student
development that those who want to be involved in the assessment for a need to assess
the quality of be teacher.
The EIPM model was used to evaluate Teaching Internships in school. Trainee
educational student was assessed with the EIPM model was including principle
objective assessment consists of five components; the curriculum in specific disciplines
contain three main indicator 14 sub-indicators, to assess, improve and develop
curriculum to suit the students' potential indicator consists of two main sub-six
indicators, to develop the students in the class consists of two main indicator nine subindicator. The four components reporting results, learning and student development
comprises two main indicators five sub-indicators. Five elements and attributions
include two teachers, the main indicator 11 sub-indicators. The assessment method
comprises the steps of assessment. The details are as follows; appoint a committee to
conduct an assessment of Teaching Internships in schools. They were met the
assessment by the planning and assessment, analysis, summary and evaluation, and
assessment report are provided.
Research instruments were selected and composted of the questionnaires to
assess the 5th edition of the evaluation included school administrators, faculty and
students to evaluate their teachers supervision, and evaluation criteria is used to assess
European Journal of Education Studies - Volume 3 │ Issue 1 │ 2017
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
the absolute (Absolute Criterion) and the appropriate checks (Propriety Standards) and
possible (Feasibility Standards) forms of assessment that objective assessment. Using
the composition assessment indicator assessment methods and evaluation criteria
appropriate (Propriety Standards) and possible (Feasibility Standards) met certain
criteria (Mdn.> 3.50 and IQR. <1.50), indicating that the group of experts have agreed
that. The EIPM model to evaluate for trainee educational students in teaching
Internships professional teacher in schools of trainee educational student was
appropriated (Propriety Standards) and possible (Feasibility Standards) can be formed
to evaluate the diagram below.
The results of evaluation guides to assess Teaching Internships for trainee
educational students in teaching Internships professional teacher were found to be
reasonable (Propriety Standards) at a high level ( x = 4.46, S.D. = 0.18) and there is the
possibility (Feasibility Standards) at a high level ( x = 4.32, S.D. = 0.25).
4. Conclusions and Discussions
To analysis of current synthetic problems, needs and approach to evaluate the EIPM
model for trainee educational students in teaching Internships professional teacher in
school. Trainee educational was determined to evaluate Teaching Internships in school
with the EIPM model. Teachers set standards of professional experience to requirement
for professional Teaching Internships in bachelor of education degree programs. The
details of the performance of four competencies; to manage learning in specific
disciplines, to evaluate, improve and develop curriculum to suit the potential learners,
to be able to do in the classroom for developing trainee educational students, and to
prepare a report on the results of the learning and development of students. It is
mandatory that Teachers' Professional Standards by the Act AD 2013, with the approval
of the Minister of Education. The Teachers' Council is to issue regulations governing the
professional standards.
The researchers developed an EIPM model to assess trainee educational students
in teaching internships professional teacher in school on this occasion. In order to
evaluate the trainee educational students in teaching Internships professional teacher in
school are cleared. To be able to be used as a framework for the implementation of
quality teaching standards and guidelines for the assessment, and needs assessment
survey on trainee educational students in teaching Internships professional teacher in
school are demanding that those involved in evaluating teachers, in conjunction with
the feature. Due to the properties of the individual duty teacher candidates in
accordance with Buddhadasa or Buddhism the "duty of teachers is to teach students,"
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DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
but to teach students of each teacher's practice was differentiated. In fact that teacher
not only teaches but books to graduate, complete with a teacher will perform the full
dignity and grandeur to the full. Teachers need to anchor themselves to the highest
ideals of the profession.
To comply with several scholars was discussed to attributes and skills that
trainee educational students need teachers and teacher characteristics and skills needed
for practice include (to treat themselves. Professional practice to patients and conduct a
joint practice, and the skills needed in the modern era (Commission on Higher
Education, 2009), the Office of the Basic Education (2010: 14), Secretariat of the Council.
(2013), gave the Brahmagunabhorn, Isra Narawadee Chamnankit (2011: 74), Wilaiporn
Seriwat (2012), Surasak Pahe. (2013: 4), and Trilling and Bernie (2009: 176).
The researchers have applied the concept to assess by Sirichai Srikanchana (2009:
103) says that the evaluation model or a concept. Convention on the assessment shows
that should be evaluated or the process of evaluating which model will tell teacher. In
the assessment, consider the matter, assessing each individual or subject should be
considered or examined. However, application forms and concept development
evaluation of Nevo (1983) and Stuflebeam (1971) were administered. Discussion of the
10-questions that should be answered in the development of the evaluation model was
discussed.
Researchers have brought the idea to create a framework to develop a model to
evaluate teaching internships in schools. Student teachers contain with principles of
assessment objective assessment. The evaluation focused Assessment methods steps to
rate of the tool used to evaluate the assessor and evaluation criteria to trainee
educational students in teaching Internships professional teacher in school on this
occasion.
The principle announced by the Council to determine of evaluation focused
attributions of education assessment guidelines of the EIPM model for trainee
educational students in teaching Internships professional teacher in school. Trainee
educational students are appropriate (Propriety Standards) and possible (Feasibility
Standards) technical EDFR (Ethnographic Delphi Futures Research) and assessment
form to create a guide to assess the appropriate (Propriety Standards) possibility
(Feasibility. standards), accuracy (accuracy standards) and helpful (utility standards)
compliant study (Joint Committee on Standard for Education) (Stufflebeam and Shin,
2007). In order to the EIPM model for trainee educational students in teaching
Internships professional teacher in school was assessed.
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
5. Suggestions
1. As a guide to evaluate Teaching Internships in schools. Student teachers that
conform to professional standards set by the Council and according to the needs
of today's society.
2. To be able to be evaluated as the information in the process of professional
practice in educational quality.
3. To plan or policy of the entities involved in the restructuring plans.
4. As a guide to develop a model for assessing the performance in other
professions.
Acknowledgement
This research was done perfectly well by courtesy of Prof. Dr. Arun Suikraduang
celebrated professor advisor, Prof. Dr. Piyathida Panya, advisor together, Prof. Dr.
Chira Chano who was blessing qualified, and Prof. Dr. Paisan Worakahm who is Mr.
President, the control of this research, please advise and correct the defects as well.
Thank you to multiply expert who assists in providing information carefully and
recognize the value of research to get the current conditions, problems, needs and ways
to evaluate student teachers to be able to guide professional development for trainee
educational students can be configured to evaluate teaching internships in schools.
Giving many thanks to the multiplication of the faculty, parents, parent of
oriental who taught endow knowledge to the research and to sponsor everyone with
love and respect them.
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DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
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European Journal of Education Studies - Volume 3 │ Issue 1 │ 2017
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Atchariya Promtow, Arun Suikraduang, Piyatida Panya
DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE
EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
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European Journal of Education Studies - Volume 3 │ Issue 1 │ 2017
444