ENHANCING MULTI-GRADE TEACHING COMPETENCIES IN EARLY CHILDHOOD EDUCATION: NEEDS ASSESSMENT FOR STUDENT TEACHERS IN PROFESSIONAL TEACHING PRACTICE SCHOOLS IN THAILAND

Abstract

The objectives of this research were 1) to study the current and desired conditions, and 2) to assess the needs for enhancing multi-grade teaching competencies in early childhood education for student teachers in professional teaching practice schools. This quantitative survey research was conducted using a purposive sampling. The population consisted of 208 student teachers in professional teaching practice schools majoring in early childhood education. The sample comprised 71 student teachers who had experienced or previously organized mixed-grade instruction in early childhood education, selected through purposive sampling. The research instrument was a questionnaire designed to assess current and desired conditions using a 5-point Likert scale. The questionnaire demonstrated an Index of Item Objective Congruence (IOC) ranging from 0.66 to 1.00 and a Cronbach's Alpha reliability coefficient of 0.99. Data were analyzed using descriptive statistics, including percentages, means (M), the Priority Needs Index (PNI), and content analysis. The research findings revealed: 1) Regarding current and desired conditions for enhancing multi-grade teaching competencies in early childhood education for student teachers in professional practice schools, the overall current conditions were rated at a high level, whereas the overall desired conditions were rated at the highest level. 2) Regarding needs in multi-grade teaching competencies for student teachers, the highest priority need was identified as promoting learning based on individual differences. However, the most common problem faced by student teachers was learning media design and development.