Pre-service chemistry teachers' ability to notice when entering the observation practice course

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10434112" target="_blank" >RIV/00216208:11410/21:10434112 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Pre-service chemistry teachers' ability to notice when entering the observation practice course

Popis výsledku v původním jazyce

Teachers&apos; ability to reflect on teaching is one of the basic attributes that enhances quality of their instruction. However, it cannot be assumed that teacher students will be equipped with advanced/professional competences for writing reflections without this aspect being developed during their pre-service training. One of the possible opportunities to explore this area are courses focused on the concept of professional vision which appears in pedagogical literature in terms of students&apos; ability to reflect on observed lessons. The aim of this contribution was to describe the initial competencies of pre-service chemistry teachers (N=24) in observing (video) lesson and their ability to determine critical moments and design their alterations before entering an Observation Practice course which is focused on forming their professional vision, i.e. their ability to notice key aspects of educational process. For the analysis of the written reflections, a modified version of Sherin and van Es&apos; (2009) methodology (coding into information units focused on the actor, aspects of PCK and depth of annotation, analysis and alteration) was used. The results show that student-teachers focus primarily on teachers as actor in teaching and that they do not pay enough attention to the subject side of the lesson when writing a reflection. At the same time, they are also unable to find proper alternatives in case of malfunctioning education.

Název v anglickém jazyce

Pre-service chemistry teachers' ability to notice when entering the observation practice course

Popis výsledku anglicky

Teachers&apos; ability to reflect on teaching is one of the basic attributes that enhances quality of their instruction. However, it cannot be assumed that teacher students will be equipped with advanced/professional competences for writing reflections without this aspect being developed during their pre-service training. One of the possible opportunities to explore this area are courses focused on the concept of professional vision which appears in pedagogical literature in terms of students&apos; ability to reflect on observed lessons. The aim of this contribution was to describe the initial competencies of pre-service chemistry teachers (N=24) in observing (video) lesson and their ability to determine critical moments and design their alterations before entering an Observation Practice course which is focused on forming their professional vision, i.e. their ability to notice key aspects of educational process. For the analysis of the written reflections, a modified version of Sherin and van Es&apos; (2009) methodology (coding into information units focused on the actor, aspects of PCK and depth of annotation, analysis and alteration) was used. The results show that student-teachers focus primarily on teachers as actor in teaching and that they do not pay enough attention to the subject side of the lesson when writing a reflection. At the same time, they are also unable to find proper alternatives in case of malfunctioning education.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

University education of future teachers

ISBN

978-83-8084-709-5

Počet stran výsledku

13

Strana od-do

33-45

Počet stran knihy

110

Název nakladatele

Pedagogical University of Cracow

Místo vydání

Krakov

Kód UT WoS kapitoly

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