บทบาทของครูและบุคลากรทางการศึกษาที่ได้รับการแต่งตั้งให้เป็นอาจารย์นิเทศก์ประจำคณะศึกษาศาสตร์ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี ที่ปฏิบัติหน้าที่ในพื้นที่ 3 จังหวัดชายแดนภาคใต้ / วรภาคย์ ไมตรีพันธ์ = The roles of teachers and educational personnel appointed as supervisors of the faculty of education, Prince of Songkla University, Pattani campus working in the three southern border provices / Warapark Maitreephun
The research aims to: 1. Study the roles of teachers and educational personnel appointed as supervisors of the Faculty of Education, Prince of Songkla University, Pattani Campus working in the three southern border provinces. 2. Study the problems of the teachers and educational personnel appointed as supervisors of the Faculty of Education, Prince of Songkla University, Pattani Campus working in the three southern border provinces. The 49 research populations were 15 teachers have been appointed in 2009 to be supervisors of the Faculty Education, Prince of Songkla University, Pattani Campus working in the three southern border provinces. 28 student teachers and 6 members of the professional experience administration committee. The research instrument was semi-structured interview. The content analysis used for analyzing the information and presented in narrative form. The finding of the research on the roles of teachers appointed as supervisors were as follows: 1. The roles of instructional supervision: all instructional supervisors supervised the student teachers as the policy compliance of the Faculty of Education. They did that on average 1-2 times/month by observing classroom instruction. Classroom visiting and meeting with the student teachers. Learning resources were recommended. The supervisors supervised and rectitude lesson plans of the student teachers on average 1-2 times/month. The problems found are some supervisors did not understand their roles, had no time to supervise due their own workload. In addition, school is located in are lacking resource to learn, supervisors did not provide feedback on the lesson plans before the student teachers implemented. 2. The roles of the advisor: the supervisors advised with both individual and groups in various such as classroom research, portfolio and supported them to organize learner development activities. The problems were found that supervisors had no confidence to give advice on classroom research and did not know how to develop student teacher’s portfolio according to the Faculty of Education requirements. 3. The roles in teaching evaluation: the supervisors evaluated student teachers periodically, including classroom research and portfolio. To evaluated teaching performance of the student teachers, supervisors cooperated with mentor teachers, the program director and other. The problems found are the supervisors had different standards in teaching evaluation. Due to the lack of classroom research skills of some supervisors are affected the ability to evaluate the student teachers classroom research and did not ensure that the assessment was appropriate or not. 4. The roles in creating collaboration with school and university: most supervisors consulted with mentor teachers and school administrations. However, no supervisors attended the orientation for the student teachers, the seminars during and after the student teacher’s teaching. In addition, most of the supervisors did not summarize problems or suggestions to the professional experience administration committee. The problem that it was difficult for the Faculty of Education to identity appropriate time that every supervisor be able to participate in all activities.
