Teacher-Student Interaction on Reflective Thinking Instructional Model Classes for Improving Students’ Desirable Learning Achievements

Abstract

The purpose of this study i to investigates and developing the reflective thinking instructional model (RTIM) for improving pre-service and in-service of educational students in Roi-Et Rajabhat University.. Qualitative and quantitative methods were used to indicate students’ desirable learning outcomes, teaching and learning targets, social system relationships, and performances. Students’ perceptions of their RTIM classroom learning environments to their teacher interpersonal behaviors with the 48-item Questionnaire on Teacher Interaction (QTI) and the Performance Desirability Skill Test (PDST) toward their desirable learning achievements were assessed. Associations between students’ perceptions of the QTI with their PDST in their RTIM were found. Students’ desirable learning achievements with their teachers’ interpersonal behaviors were satisfied. Students’ learning skills of their RTIM involve increasing desirable outcomes and making decisions thoughtful were higher effectively level. The efficiency predictive value (R²) is significant for the QTI and considered association with the PDST, and value indicates that seventy three percentof the variance in students’ desirable skills.