The research presented in this article deals with the self-evaluation of 4th year 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.
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