A Study of Problems in Supervising Student Teachers in the Primary Education Program, Faculty of Education, Surindra Rajabhat University

Abstract

            This study employed a mixed-methods research design, integrating both qualitative and quantitative research approaches. The objective of the study was to investigate (1) the problems of teaching practicum of students in the Elementary Education program, Faculty of Education, Surindra Rajabhat University; and (2) guidelines for developing the teaching practicum of students in the Elementary Education program, Faculty of Education, Surindra Rajabhat University. The population used in this study consisted of 56 fourth-year students in the Elementary Education program at the Faculty of Education, Surindra Rajabhat University who were undergoing teaching practicum. The researcher studied the entire population. The key informants were 6 participants selected through purposive sampling. The research instruments included questionnaires and interviews. The statistical methods used for data analysis were frequency, percentage, mean, and standard deviation. 1. The results of the study revealed that: The overall problems of teaching practicum of students in the Elementary Education program, Faculty of Education, Surindra Rajabhat University were at a moderate level (μ = 3.21). When considering each aspect, the highest mean was found in the mentor teacher aspect (μ = 3.32), followed by classroom action research (μ = 3.28), while the lowest mean was in the student aspect (μ = 3.09). 2. The guidelines for developing the teaching practicum of students in the Elementary Education program, Faculty of Education, Surindra Rajabhat University focused on enhancing teacher quality through hands-on practice in schools by integrating theoretical knowledge into real teaching practice. This was combined with the development of active learning instructional skills to promote student engagement and critical thinking, as well as the development of classroom action research skills for systematic instructional improvement. In addition, emphasis was placed on cultivating teacher ethics and professional attributes, along with the effective use of educational technology. Furthermore, collaboration networks between the university and schools were established to support practicum experiences aligned with real contexts, which would help students be fully prepared with knowledge, skills, and attributes for becoming professional teachers in the 21st century.