DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES
Abstract
The aims of this research study were to analyze and develop the current state of synthesizer requirements and guidelines for the Evaluation Instructional Practicing Model (EIPM) in school of trainee educational students in teaching Internships professional teacher course with the research technique of the Ethnographic Delphi Futures Research (EDFR) on research limitation study into two phases, consequently with the sample size of 10 educational experts to analyze the current problems, needs analysis, synthesis and evaluation of the teaching internships and 18 professionals to determine the suitability of propriety and feasibility standards of the assessment form until a consensus with the EDFR were assembled of 7-educational trainee students by the 56-item of the 3-Delphi Technique Questionnaire (DTQ) and an Assessing Guide Copy (AGC). Statistically significant was analyzed with foundational statistic. It has found that the problems with the EIPM performance in the four disciplines of performance criteria to determine lack of gluten indicators and evaluation criteria, the quality of trainee student assessments, resulting from supervisor was not evaluated to actual conditions. Requirements and guidelines of the EIPM included four competencies: to manage learning in specific disciplines, to evaluate, improve and develop curriculum to suit the potential learners, can do in the classroom to develop trainee students, and to prepare a report on learning management and trainee student development. EIPM model consisted of five components: curriculum in specific disciplines contain three main indicator 14 sub-indicators, trainee students' potential indicator consists of two main sub-six indicators, and to develop the trainee students in the class consists of two main indicator nine sub-indicators. The four components reporting results, learning and trainee student development comprises two main indicators five sub-indicators. Five elements and attributions include two teachers, the main indicator 11 sub-indicators. The DTQ questionnaires fifth edition of evaluators comprised of school administrators, teachers, mentors and teacher supervision, trainee students assess themselves. Trainee students were responded on propriety standard at a high level ( = 4.46, S.D. = 0.18) and feasibility standard at a high level ( = 4.32, S.D. = 0.25).
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.481
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