PRE-SERVICE CHEMISTRY TEACHERS’ PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE
Title | PRE-SERVICE CHEMISTRY TEACHERS’ PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE |
Publication Type | Journal Article |
Year of Publication | 2022 |
Authors | Honskusová, L, Vojíř, K, Rusek, M |
Journal | Journal of Baltic Science Education |
Volume | 21 |
Issue | 1 |
Start Page | 52-68 |
Pagination | Continuous |
Date Published | February/2022 |
Type of Article | Original article |
ISSN | 1648-3898 |
Other Numbers | E-ISSN 2538-7138 |
Keywords | ability to notice, learning situations reflection, pre-service chemistry teacher, professional vision, teacher self-efficacy |
Abstract | 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. |
URL | https://oaji.net/articles/2022/987-1647117698.pdf |
DOI | 10.33225/jbse/22.21.52 |
Refereed Designation | Refereed |
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