การพัฒนากระบวนการทำวิจัยในชั้นเรียนแบบมีส่วนร่วม ของนักศึกษาฝึกประสบการณ์วิชาชีพครู ระดับปริญญาตรี มหาวิทยาลัยราชภัฏเชียงใหม่

Abstract

The purposes of this study were to compare knowledge understanding in classroom research of professional experience practice student teachers before and after training , to develop student teachers, abilities in conducting classroom research during teacher professional experience practice , to study the related between effect of conducting classroom research and effect of teachers professional experience practice and to study the opinions toward participatory in conducting classroom research of professional experience practice student teachers and mentor teachers. The samples were 20 student teachers who volunteer to participate in this project research were as the students from early childhood major subject , mathematic , physic , and Chinese language and 21 mentor teachers in student teachers professional experience practice schools. The research instruments were a test , a questionnaire , a research report evaluation form , a reflect filling and opinions form and an outline questions for interview. The data were analyzed by frequency count , percentage , mean , standard deviation , t-test , and correlation – test. The findings of this research were as follows : 1. The knowledge about classroom research of professional experience practice student teachers after training were statistically significant higher than before training at .01 level. 2. The development process of student teachers , ability in conducting classroom research found that student teachers can write research proposal and research report that was in a very good level as well as the presentation acting in the seminar. 3. The correlation between the ability in conducting classroom research and the ability of teacher professional experience practice were statistically significant at .01 level. 4. The student teachers, opinions toward the development participatory in conducting classroom research all steps were mentor teachers and some step was researcher. The mentor , opinions toward the development participatory in conducting classroom research were supporting and assistance to the student teachers in conducting participatory classroom research between mentor teachers and university supervisors.