This mixed-methods study employed an explanatory sequential design to examine the effect of the blended-mentoring supervision toward science teaching competencies. The studied group comprised 3 pre-service science teachers who were studying in the Faculty of Education at a University in Pattani, Thailand. During 4 months of science teaching practicum in Southern Thai provinces, they were supervised under the designed blended-mentoring supervision by supervisors and in-service science teachers. A science teaching competency assessment form along with semi-structured interview was used to examine science teaching competency examining from lesson plans, teaching observation notes and teaching material. Then data were analyzed in teaching-competency mean scores in conjunction with content analysis to identify the change of teaching competency. The findings revealed that the teaching competencies of the 3 pre-service science teachers were at high level with “learning management capacity” being the highest, followed by “teacher’s comprehension of the taught science content and level,” and “measurement and assessment ability” with 4.08, 4.07, and 3.98 mean scores, respectively. The interview and observation analysis revealed that the influencing factors of the science teaching competencies comprise pre-class mentoring, teaching observation, reflection, and technological integration for the blendedmentoring process.

中文翻译：

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通过混合指导过程提高职前科学教师的科学教学能力

这项混合方法研究采用解释性顺序设计来检查混合指导监督对科学教学能力的影响。研究组由 3 名在泰国北大年大学教育学院学习的职前科学教师组成。在泰国南部各省进行为期 4 个月的科学教学实习期间，他们在主管和在职科学教师的设计混合指导监督下进行监督。采用科学教学能力测评表和半结构化面试相结合的方式，从教案、教学观察笔记和教材三个方面对科学教学能力考核进行考核。然后结合教学能力平均分数据分析，结合内容分析，识别教学能力的变化。调查结果显示，3名职前科学教师的教学能力均处于较高水平，其中“学习管理能力”最高，其次是“教师对所教科学内容和水平的理解”和“测量与评估能力”平均分分别为 4.08、4.07 和 3.98。访谈观察分析表明，科学教学能力的影响因素包括课前辅导、教学观察、反思和混合式辅导过程的技术整合。”和“测量和评估能力”的平均分分别为 4.08、4.07 和 3.98。访谈观察分析表明，科学教学能力的影响因素包括课前辅导、教学观察、反思和混合式辅导过程的技术整合。”和“测量和评估能力”的平均分分别为 4.08、4.07 和 3.98。访谈观察分析表明，科学教学能力的影响因素包括课前辅导、教学观察、反思和混合式辅导过程的技术整合。