Pre-Service Secondary Science Teachers’ Images About Themselves as Science Teachers

Akkuş, Hüseyin

doi:10.33225/jbse/13.12.249

Cited by 13 publications

(3 citation statements)

References 15 publications

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“…After the research activities, it was seen that there was no pre-service chemistry teacher with a teacher-centered image among the pre-service chemistry teachers who participated in the research activities. The fact that pre-service chemistry teachers have a student-centered image after the research activities can be explained by the fact that pre-service chemistry teachers are more willing to student-centered education (Akkuş, 2013). Markic and Eilks (2013) stated that in the first year of their education, pre-service chemistry teachers are teacher-centered; In the middle and at the end, they concluded that they have a student-centered image (exploratory teaching style).…”

Section: Results Discussion and Recommendationsmentioning

confidence: 99%

“…Araştırma etkinlikleri sonrasında araştırma etkinliklerine katılan kimya öğretmen adaylarından, öğretmen merkezli imaja sahip kimya öğretmen adayının olmadığı görülmüştür. Araştırma etkinlikleri sonrasında kimya öğretmen adaylarının öğrenci merkezli imaja sahip olmaları, kimya öğretmen adaylarının öğrenci merkezi eğitime daha istekli olmaları (Akkuş, 2013) öğretmen hem de öğrenci merkezli imajlara sahipken, imajlarının yıldan yıla değiştiği ve dördüncü yılda hem öğretmen hem de öğrenci merkezlerin imajlarının yanında öğrenci merkezli imaja sahip öğretmen adayı sayısının arttığı sonucuna ulaşmıştır. Bunun yanında pedagojik alan ile ilgili yapılan etkinlikler öğretmen adaylarının kendilerine yönelik imajlarını etkilemektedir ve özellikle öğretmen adaylarının imajlarını öğrenci merkezli bir yönelime kaydırmaktadır, (Scharfenberg & Bogner, 2016).…”

Section: Veri Toplama Araçları Ve Verilerin Analiziunclassified

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The Effect of the Project "Reflections from Daily Life to the Chemistry Classroom" on Pre-service Teachers' Teaching Image and Teaching Styles

Bilir

TUFAN>

Yılmaz

et al. 2022

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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This research aims to examine the effects of online activities, which include reflections from daily life in different teaching methods and techniques, on the teaching images and teaching styles of pre-service chemistry teachers. The activities include methods such as context-based learning, argumentation, project-based learning, problem-based learning, guess-eye-explain, STEM, out-of-school learning, inquiry-based learning, mobile learning and nature of science teaching methods and techniques, which include reflections from daily life. In the 2021-2022 academic year, 34 pre-service chemistry teachers studying in the third and fourth years of chemistry teaching from seven different state university education faculties participated in the research. In this study, a pretest-posttest experimental research design without a control group, one of the quantitative research methods, was used to examine the changes in the teaching images and teaching styles of pre-service chemistry teachers towards themselves. The data were collected with the checklist created for analysis of the drawings, and the pre-service chemistry teachers participating in the research were asked to think of themselves as a teacher in the future and to draw these thoughts. For the analysis of the data obtained, the related samples t-Test from parametric tests was used. As a result of the research, it was determined that online activities, which include reflections from daily life, among the teaching methods and techniques that pre-service chemistry teachers will apply in the education-teaching process, have a statistically significant effect on their teaching images and teaching styles. While pre-service chemistry teachers had both student and teacher-centered teaching images at the beginning of the research, it was concluded that they had student-centered images at the end of the research. In addition, at the beginning of the research, pre-service chemistry teachers generally had a conceptual teaching style, but at the end of the research, it was concluded that they had exploratory teaching styles.

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Section: Results Discussion and Recommendationsmentioning

confidence: 99%

Section: Veri Toplama Araçları Ve Verilerin Analiziunclassified

The Effect of the Project "Reflections from Daily Life to the Chemistry Classroom" on Pre-service Teachers' Teaching Image and Teaching Styles

Bilir

TUFAN>

Yılmaz

et al. 2022

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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“…Recently, pre-service teacher training has been under researchers' microscope from several angles. It is for example their images about themselves as teachers (Akkus, 2013), the effect of micro-teaching (Komolafe et al, 2020), or paired peer approach on their development (Lewis et al, 2021). PSTs' training has also been focusing on their ability to notice-on the students' professional vision development as well as ways to foster it (Janík et al, 2019;Rusek et al, 2016;Simpson et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Chemistry Teachers’ Professional Vision Development: The Effect of Lesson-Observation Practice

Honskusová

Vojíř

Rusek

2022

JBSE

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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. Key words: ability to notice, learning situations reflection, pre-service chemistry teacher, professional vision, teacher self-efficacy

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A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab

Scharfenberg

Bogner

2015

Res Sci Educ

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Pre-Service Secondary Science Teachers’ Images About Themselves as Science Teachers

Cited by 13 publications

References 15 publications

The Effect of the Project "Reflections from Daily Life to the Chemistry Classroom" on Pre-service Teachers' Teaching Image and Teaching Styles

The Effect of the Project "Reflections from Daily Life to the Chemistry Classroom" on Pre-service Teachers' Teaching Image and Teaching Styles

Pre-Service Chemistry Teachers’ Professional Vision Development: The Effect of Lesson-Observation Practice

A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab

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