The objective of this study was to develop a handbook for instructors of agriculture teacher trainees based on self-regulated learning framework. The methodology consisted of 3 steps: 1) literature review; 2) development of a handbook for instructor; 3) evaluation of the handbook. The developed handbook composes 8 types of activities: 1) instructor development; 2) curriculum development; 3) learning support material development; 4) teaching and learning following the developed curriculum; 5) teaching and learning outside of the developed curriculum; 6) teaching and learning based on community participation; 7) trainees’ practice teaching and orientating real students; 8) trainee evaluation.
%0 Journal Article
%1 sangnate_voraporn_2019_4317166
%A Voraporn, Sangnate
%D 2019
%J GSC Advanced Research and Reviews
%K Teacher education
%N 2
%P 001-009
%R 10.30574/gscarr.2019.1.2.0010
%T Handbook for instructors of agriculture teacher trainees based on self-regulated learning framework
%U https://gsconlinepress.com/journals/gscarr/content/handbook-instructors-agriculture-teacher-trainees-based-self-regulated-learning-framework
%V 1
%X The objective of this study was to develop a handbook for instructors of agriculture teacher trainees based on self-regulated learning framework. The methodology consisted of 3 steps: 1) literature review; 2) development of a handbook for instructor; 3) evaluation of the handbook. The developed handbook composes 8 types of activities: 1) instructor development; 2) curriculum development; 3) learning support material development; 4) teaching and learning following the developed curriculum; 5) teaching and learning outside of the developed curriculum; 6) teaching and learning based on community participation; 7) trainees’ practice teaching and orientating real students; 8) trainee evaluation.
@article{sangnate_voraporn_2019_4317166,
abstract = {The objective of this study was to develop a handbook for instructors of agriculture teacher trainees based on self-regulated learning framework. The methodology consisted of 3 steps: 1) literature review; 2) development of a handbook for instructor; 3) evaluation of the handbook. The developed handbook composes 8 types of activities: 1) instructor development; 2) curriculum development; 3) learning support material development; 4) teaching and learning following the developed curriculum; 5) teaching and learning outside of the developed curriculum; 6) teaching and learning based on community participation; 7) trainees’ practice teaching and orientating real students; 8) trainee evaluation.},
added-at = {2021-01-09T09:09:20.000+0100},
author = {Voraporn, Sangnate},
biburl = {https://www.bibsonomy.org/bibtex/255b12db69438a3981f43685c70578787/gscarrjournal},
doi = {10.30574/gscarr.2019.1.2.0010},
interhash = {063fbc5426947015371fa7c842d050d2},
intrahash = {55b12db69438a3981f43685c70578787},
issn = {2582-4597},
journal = {GSC Advanced Research and Reviews},
keywords = {Teacher education},
month = dec,
number = 2,
pages = {001-009},
timestamp = {2021-01-09T09:09:20.000+0100},
title = {Handbook for instructors of agriculture teacher trainees based on self-regulated learning framework},
url = {https://gsconlinepress.com/journals/gscarr/content/handbook-instructors-agriculture-teacher-trainees-based-self-regulated-learning-framework},
volume = 1,
year = 2019
}