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Exploring the Professional Competence of Pre-Service Teachers: A Case Study

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Title: Exploring the Professional Competence of Pre-Service Teachers: A Case Study
Language: English
Authors: Chorphaka Kromkhan, Nattapon Intarata, Kanyarat Cojorn, Prasart Nuangchalerm, Chanat Intakanok
Source: Anatolian Journal of Education. 2026 11(1):139-148.
Availability: Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Teacher Competencies, Foreign Countries, Teacher Motivation, Self Actualization, Teamwork, Ethics, Achievement Need
Geographic Terms: Thailand
ISSN: 2547-9652
Abstract: Teacher professional competence is a critical foundation for effective teaching practice among pre-service teachers. This study examined the professional competence of 50 third-year preservice teachers at the Faculty of Education, Mahasarakham University. A mixed-methods approach was employed, using a 20-item questionnaire and semi-structured interviews to assess five competency domains: teaching achievement motivation, service-mindedness, selfdevelopment, teamwork, and professional ethics. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to enrich the interpretation of results. The findings indicate that pre-service teachers demonstrated overall high levels of professional competence, with particularly strong performance in value-oriented and self-developmentrelated competencies. Interview data further revealed that participants emphasized reflective problem-solving, adaptability in instructional practices, collaboration, and ethical responsibility in their teaching experiences. These results suggest that teacher education programs effectively foster professional dispositions and ethical orientations, while continued emphasis on experiential learning is essential for strengthening practice-based competencies. The study provides insights for enhancing teacher preparation programs to better support sustainable professional development in teacher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504072
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Anatolian+Journal+of+Education%22"><i>Anatolian Journal of Education</i></searchLink>. 2026 11(1):139-148.
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  Data: Teacher professional competence is a critical foundation for effective teaching practice among pre-service teachers. This study examined the professional competence of 50 third-year preservice teachers at the Faculty of Education, Mahasarakham University. A mixed-methods approach was employed, using a 20-item questionnaire and semi-structured interviews to assess five competency domains: teaching achievement motivation, service-mindedness, selfdevelopment, teamwork, and professional ethics. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to enrich the interpretation of results. The findings indicate that pre-service teachers demonstrated overall high levels of professional competence, with particularly strong performance in value-oriented and self-developmentrelated competencies. Interview data further revealed that participants emphasized reflective problem-solving, adaptability in instructional practices, collaboration, and ethical responsibility in their teaching experiences. These results suggest that teacher education programs effectively foster professional dispositions and ethical orientations, while continued emphasis on experiential learning is essential for strengthening practice-based competencies. The study provides insights for enhancing teacher preparation programs to better support sustainable professional development in teacher education.
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      – Text: English
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        StartPage: 139
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Thailand
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