Abstract
This study aims to investigate the development of executive functions (EFs) for pre-service teachers, their issues during teaching practice, and their motivations for entering the teaching profession. EF self-assessment questionnaires, logbooks, structured in-depth interviews, and support system evaluation forms were used to collect the data. The theory has suggested that school field experiences are particularly effective in student teacher development at the grade level. This study demonstrated a positive association between student teachers’ EFs using four years of data from 45 pre-service teachers participating in teacher preparation programs. Fifteen pre-service teachers attending the fifth year of their teacher education program at a university in Thailand. This longitudinal study used four years (during 2017-2020) of data.
Highlights
1.1 Introduce the ProblemTeacher preparation is a years-long process of developing new teachers
This study aims to investigate the development of executive functions (EFs) for pre-service teachers, their issues during teaching practice, and their motivations for entering the teaching profession
This study demonstrated a positive association between student teachers’ EFs using four years of data from 45 pre-service teachers participating in teacher preparation programs
Summary
Teacher preparation is a years-long process of developing new teachers. When training these students in pedagogy, teaching application skills is a systematic procedure because it requires them to develop basic teaching skills and learn classroom-related skills, idea-generating skills, classroom management skills, and solution-seeking skills. The teacher education program’s typical duration in Thailand has been five years, but some programs have recently shortened the time to four years. This change concerns many professional teacher development professors because they posit that the students’ teaching practicum’s reduced duration could negatively affect new teachers’ quality (Calderhead & Sherrock, 1997; Jones, 2005). The mastery of teacher education skills, such as those related to professionalism and work ethics, is highly desired in the professional teaching arena
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