The Attitudes of Pre-Service Teachers towards Analytical Thinking Skill Development Based On Miller’s Model
This research study aimed to survey and analyze the attitudes of pre-service teachers’ the analytical thinking development based on Miller’s Model. The informants of this study were 22 third year teacher students majoring in Thai. The course where the instruction was conducted was English for Academic Purposes in Thai Language 2. The instrument of this research was an open-ended questionnaire with two dimensions of questions: academic and satisfaction dimensions. The investigation revealed the positive attitudes. In the academic dimension, the majority of 12 (54.54%), the highest percentage, reflected that the method of teaching analytical thinking and language simultaneously was their new knowledge and the similar percentage also belonged to text cohesion in writing. For the satisfaction, the highest frequency count was from 17 of them (77.27%) and this majority favored the openness or friendliness of the teacher.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1099296Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1931
 N. Ramasut, and B. Rohitsathien, Office of the Minister Newsline 212/2013. Retrieved on 3 July 2013 from http://www.moe.go.th/ websm/2013/jul/212.html
 S. Boonphadung, “Developing Student Teachers to be Professional Teachers”, International Journal of Social, Management, Economics and Business Engineering, 2013, 7 (1), pp. 19-25.
 A. Aypay, “Teachers’ Evaluation of Their Pre-Service Teacher Training”, Educational Sciences: Theory and Practice, 2009, 9(3), pp. 1113-1123.
 E. J. Klein, and M. Riordan, Wearing the “Student Hat” Experiential Professional Development in Expeditionary Learning Schools”, Journal of Experiential Education, 2011, 34(1),pp 35-54.
 J. Y. Fandiño, “Research as a Mean of Empowering Teachers in the 21st Century”, Educ. 2010, 13(1), pp. 109-124.
 A. A. Ifanti, and S. K. Fotopoulou, “Undergraduate Students’ and Teachers’ Perceptions of Professional Development and Identity Formation: A Case Study in Greece”, Journal of Educational Policy, 2010, 7(1), pp. 157-174.
 L. Lucilio, “What Secondary Teachers Needs in Professional Development”, A Journal of Inquiry and Practice, 2009, 12 (1), pp. 53- 75.
 Office of the Higher Education Commission. Higher Education Development Plan Version 11, (2012-2016). Chulalongkorn University Printing House. 1st ed, 2013, pp. 1-80.
 P. Seubsang, and S. Boonphadung. “Voice in Pre-service Teacher Development”, International Journal of Social, Management, Economics and Business Engineering, 2013, 7(1), pp.49-54.
 G. L. Geissler, S. W. Edison, and J. P. Wayland , “Improving students’ critical thinking, creativity, and communication skills”,Journal of Instructional Pedagogies, 2012, pp. 1-11.
 J. R. Reid, and P. R. Anderson, “Critical Thinking in the Business Classroom”, Journal of Education for Business, 2012, 88, pp. 52-59.
 A. Tripatara,Handbook of Analytical and Critical Thinking Instruction. Khonkaen Printing LP. 2nd ed., 2006.
 A. Ahern, T. O. Connor, G. McRuairc, M. McNamara, and D. O’Donnell, “Critical Thinking in The University Curriculum- The Impact on Engineering Education”, European Journal of Engineering Education, 2012, 37(2), pp. 125-132.
 C. D. DoĞan, “A Modeling Study about the Factors AffectingAssessment Preferences of Pre-service Teachers”, Educational Sciences: Theory & Practice, 2013, 13(3), pp. 1621-1627.
 L. Incikabi, A. Tuna, and C. A. Biber, “An Analysis Of Mathematics Teacher Candidates’ Critical Thinking Dispositions And Their Logical Thinking Skills”, Journal of International Education Research, 2013, 9(3), pp. 257-266.
 M. Kaddoura, “New Graduate Nurses’ Perceived Definition of Critical Thinking During Their First Nursing Experience”, Educational Research Quarterly, 2013.
 H. J. Carmel, and J. E. Yezierski, “Are We Keeping the Promise? Investigation of Students’ Critical Thinking Growth”,Research and Teacher, 2013, 42(5), pp. 71-81.
 G. E. Miller, “The assessment of clinical skills/ competence/ performance”, Academic Medicine, 1990, 65(9), pp. s63-s67.
 L. Allery, “How to Teach Practical Skills”,Education for Primary Care,2009, 20, pp. 58-60.
 K. Boursicot, L. Etheridge, Z.Setna, A.Sturrock, J. Ker, S. Smee, andE. Sambandam, “Performance in assessment: Consensus statement and recommendations from the Ottawa conference”,Medical Teacher, 2011, 33, pp. 370-383.
 V. A. Paulins, “An analysis of customer service quality to college students as influenced by customer appearance through dress during the in-store shopping process”,Journal of Retaining and Consumer Services, 2005, 12, pp. 345-355.
 R. Emanuel, and J. N. Adams, “Assessing college student perceptions of instructor customer service via the Quality of Instructor Service to Students (QISS) Questionnaire”,Assessment& Evaluation in Higher Educ., 2006, 31(5), pp. 535-549.
 W. Foddy, Constructing Questions for Interviews and Questionnaires:Theory and Practice in Social Research. Cambridge: Cambridge University Press, 1993.
 E. Taylor-Powell, “Questionnaire Design: Asking questions with a purpose”, University of Wisconsin-Extension: Co-operative Extension, 1998.