Practicum experiences and the development of teaching perspectives of student teachers in Thailand

The purpose of this study was to investigate the development of teaching perspectives of student teachers in a teacher education program in Thailand as they engage in the final phase of the practicum. The definition of "teaching perspectives" as articulated by Becker and his colleagues (1961) was used to guide the study, thus, student teachers' beliefs about teaching and their actual teaching actions were examined. Three student teachers who were majoring in Educational Psychology and Guidance in the secondary teacher education program and their cooperating teachers were the participants of the study over a period of sixteen weeks.The fieldwork and analysis of data were guided by the basic principles of Personal Construct Theory (Kelly, 1955), language as a means of world representation (Britton, 1970) and qualitative inquiry. Various methodologies were employed, including repertory grid conversations, written self-characterization, interviews, classroom observations, and journals. By taking the constructivist stance both the researcher and participants actively engaged in constructing meaning throughout the inquiry.The student teachers entered the practicum with their own personal theories of teaching. They indicated significant components of the process of teaching, including "students", "teachers", "learning activities", and "classroom climate". Through the process of gathering and analyzing data, six themes emerged from the preservice teachers' teaching perspectives which developed as they experienced the practicum. Teaching was perceived as: entering the worlds of children adjusting to reality maintaining class control and incorporating transmission with interaction. In addition teaching was also regarded as a process of learning and reflected multiple metaphors. Factors contributing to the development of teaching perspectives included experience in the practicum, self-evaluation, selective role-modelling, and teacher education courses. The practicum experiences tended to play a significant role in clarification and modification of teaching perspectives.The study concludes with five implications for teacher education in Thailand. These recommendations include facilitating professional development through purposeful practicum experiences, promoting reflective practice in a teacher education program, creating collaborative partnerships as opportunities for continually learning amongst novice and experienced teachers, educating a teacher to become a "Kallayanamittr" for Thai society, and reflecting upon the use of qualitative research in teacher education.