The Perspective of Pre-Service Teachers through Synchronous Learning according to Coaching and Mentoring: SAIFON Guidelines

Saifon Songsiengchai

Abstract


This research aims to 1) coaching and mentoring: SAIFON guidelines enhance teaching English in the 21st Century, 2) to study the perspective of pre-service teachers through synchronous learning according to coaching and mentoring: SAIFON guidelines. The population consists of 40 Rajabhat University pre-service teachers, and the sample group consists of 25 students of fifth-year pre-service teachers. They studied in the second semester of the 2020 academic year. The tools used in the research are need analysis, in-depth interviews, and field notes. Mixed-methods research includes qualitative research, in-depth interviews, field notes, content analysis, and coding techniques for grounded theory, and quantitative research consists of need analysis. The results revealed that pre-service teachers enhance teaching English ability in the 21st Century toward SAIFON guidelines that consisted of eight aspects: 1) S = Survey the teachers' needs, 2) A= Associating with a plan, 3)  I = Instructing teaching strategies, 4) F = Feedback on teaching demonstration, 5) O = Observing teaching in the actual context, and 6) N = Notifying problems and solutions. Furthermore, the guidelines included pre-service teachers' perspectives on synchronous learning literacy in three aspects: impressions, problems, and solutions. By looking at things from the pre-service teachers' point of view, they can concentrate on three key benefits of the impression, issues, and solutions to improve their track record of helping students follow SAIFON guidelines. In the context of the Covid-19 epidemic, synchronized literacy learning

Keywords


Pre-service teachers’ Perspective, English Teaching in the 21st Century, SAIFON Guidelines, Coaching and Mentoring, Synchronous Learning

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.2p.622

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