Pre-service chemistry teachers' professional vision development: The effect of lesson – observation practice
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F22%3A10442379" target="_blank" >RIV/00216208:11310/22:10442379 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11410/22:10442379
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=RmOp~929n4" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=RmOp~929n4</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.33225/jbse/22.21.52" target="_blank" >10.33225/jbse/22.21.52</a>
Alternative languages
Result language
angličtina
Original language name
Pre-service chemistry teachers' professional vision development: The effect of lesson – observation practice
Original language description
Ability to adequately analyze educational situations is essential not only for (pre-service) teachers' occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers' (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results showed that pre-service teachers significantly overestimated their ability to reflect on lessons, struggled with lesson analyses, failed to describe and analyze chemistry-specific content in contrast with their significant improvement in describing student-teacher interaction and teacher's activity - all with medium to large effect. Although observation practice deepened their ability to notice, pre-service teachers did not change attention to individual lesson's aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena's point of view, as well as students' self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Baltic Science Education
ISSN
1648-3898
e-ISSN
2538-7138
Volume of the periodical
21
Issue of the periodical within the volume
1
Country of publishing house
LT - LITHUANIA
Number of pages
17
Pages from-to
52-68
UT code for WoS article
000853033100005
EID of the result in the Scopus database
2-s2.0-85127218277