Development of chemistry pre-service teachers during practical pedagogical training

self-evaluation vs. evaluation by school mentors

Vesna Ferk Savec (Avtor), Katarina Senta Wissiak Grm (Avtor)

Povzetek

The research presented in this article deals with the self-evaluation of 4thyear pre-service chemistry teachers’ progress during their second year practical pedagogical training in chemistry teaching at primary schools (students’ age 13–15 years) in comparison to the perception of their progress by their school mentors. The sample consisted of 21 pre-service teachers and 21 school mentors, in-service chemistry teachers, at primary schools. For the purpose of following to pre-service chemistry teachers’ development, the pre-service teachers as well as their mentors completed the “Questionnaire for monitoring students’ progress”, focusing on eight characteristics of professional development during practical pedagogical training. The results reveal that student-teachers were stricter in their self-evaluation in comparison to their school mentors after their first chemistry lecture at school during the practical pedagogical training; however, after their last lecture, the evaluations were similar for most of the characteristics. The development of five randomly selected student-teachers is presented in detail from their own perspectives, as well as from their school mentors’ perspectives.

Ključne besede

chemistry teacher education;practical pedagogical training;pre-service chemistry teachers;in-service che-mistry teachers;school mentors;

Podatki

Jezik:	Angleški jezik
Leto izida:	2017
Tipologija:	1.01 - Izvirni znanstveni članek
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	Ljubljana, Slovensko kemijsko društvo
UDK:	37.011.3-051:54
COBISS:	11490889
ISSN:	1318-0207
Matična publikacija:	Acta chimica slovenica
Št. ogledov:	2342
Št. prenosov:	300
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Slovenski jezik
Sekundarni povzetek:	V članku predstavljena raziskava se ukvarja s samo-evalvacijo napredka med praktičnim pedagoških usposabljanjem bodočih učiteljev kemije, študentov četrtega letnika, v primerjavi z mnenjem njihovih mentorjev na šoli. Vzorec sestavlja 21 bodočih učiteljev kemije in 21 njihovih mentorjev, izkušenih učiteljev kemije na osnovnih šolah. Za namen spremljanja razvoja bodočih učiteljev kemije med praktičnim pedagoških usposabljanjem so bodoči učitelji in njihovi mentorji izpolnjevali »Vprašalnik za spremljanje razvoja bodočih učiteljev kemije«, ki temelji na evalvaciji osmih karakteristik strokovnega razvoja učiteljev kemije. Rezultati kažejo, da so bili bodoči učitelji kemije v samo-evalvaciji bolj strogi od svojih mentorjev, še posebno po prvi izvedeni uri pouka kemije, medtem ko so bile ocene po zadnji izvedeni uri podobne z ocenami mentorjev glede večine ocenjevanih karakteristik. Podrobneje je predstavljen razvoj petih naključno izbranih bodočih učiteljev kemije iz njihovega osebnega vidika, kakor tudi iz perspektive njihovih mentorjev.
Sekundarne ključne besede:	praktično pedagoško usposabljanje;šolski mentorji;samoevalvacija;chemistry;teacher education;primary education;kemija;izobraževanje učiteljev;osnovnošolski pouk;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Članek v reviji
Strani:	str. 63-72
Letnik:	ǂVol. ǂ64
Zvezek:	ǂno. ǂ1
Čas izdaje:	2017
DOI:	10.17344/acsi.2016.2821
ID:	9593261