การคิดเชิงศาสตร์การสอนที่สะท้อนถึงความรู้ครู: พหุกรณีศึกษาครูโรงเรียนสาธิต ในระดับประถมศึกษา จังหวัดกรุงเทพมหานคร

Abstract

     The purposes of this research were to: 1) synthesize the in-depth background
information of becoming the teaching profession of participants, and 2) synthesize
participants’ pedagogical thinking that reflects teacher knowledge. The qualitative
research method was conducted as a multiple case study. Eight participants from three
demonstration schools were the case studies. The collected data derived mainly from
semi-structured interviews and video stimulated recall interviews. The computer program was utilized for the quantitative analysis and the inductive content analysis was used to analyze participants’ pedagogical thinking. The findings were presented by diagrams with narration.
     The research findings revealed that almost all participants had a good impression of their teachers when they were students and this inspired them to become teachers now. Moreover, all of the participants felt pleased and proud of being teachers. Regarding participant’s pedagogical thinking this reflects the teacher knowledge showing that pedagogical knowledge (PK) and general pedagogical knowledge (GPK) were reflected mostly according to individual reflection and the reflection of each school. Regarding the subject areas, the study found that mathematics and science teachers’ pedagogical knowledge (PK) was best reflected in their instruction. Three English teachers varied in their reflection on teacher knowledge.