Pre-service chemistry teachers' professional vision development: The effect of lesson – observation practice

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11410/22:10442379

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Pre-service chemistry teachers' professional vision development: The effect of lesson – observation practice

Popis výsledku v původním jazyce

Ability to adequately analyze educational situations is essential not only for (pre-service) teachers&apos; occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers&apos; (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&apos;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&apos;s aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena&apos;s point of view, as well as students&apos; self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.

Název v anglickém jazyce

Pre-service chemistry teachers' professional vision development: The effect of lesson – observation practice

Popis výsledku anglicky

Ability to adequately analyze educational situations is essential not only for (pre-service) teachers&apos; occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers&apos; (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&apos;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&apos;s aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena&apos;s point of view, as well as students&apos; self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Baltic Science Education

ISSN

1648-3898

e-ISSN

2538-7138

Svazek periodika

21

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

17

Strana od-do

52-68

Kód UT WoS článku

000853033100005

EID výsledku v databázi Scopus

2-s2.0-85127218277