Abstract:

The study set out to investigate which factors contributed to a Thai student teacher’s competency as viewed from the experiences and expertise of their teachers. The sample group of 214 teaching professionals was collected by the use of multistage random sampling from the Computer Science education departments of 31 Rajabhat Universities (Thai teaching universities) dispersed across four geographical regions in Thailand. LISREL 9.10 software was used to conduct the 2nd order CFA. From the analysis, it was determined that the student-teacher programming skills (PROG) were the most important (1.00). This was followed closely by their educational digital media (MEDIA) skills (0.93), and then their overall ICT knowledge (KNOW) (0.88). The study also determined that hands-on, working knowledge of multimedia applications was judged as the single most important skill that a student-teacher could have. This was closely followed by their project development skills and a good understanding of peripheral software management software, computer operating systems, and educational application software. All elements were found to be consistent with the empirical data and demonstrated structural integrity, while all 15 observed variables were determined to be at a 'high level' in support of student-teacher ICT competency.

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