Development of chemistry pre-service teachers during practical pedagogical training : self-evaluation vs. evaluation by school mentors

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

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.

• Language: English
• Keywords: chemistry teacher education, practical pedagogical training, pre-service chemistry teachers, in-service che-mistry teachers, school mentors
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2017
• Number of pages: Str. 63-72
• Numbering: Vol. 64, no. 1
• PID: 20.500.12556/RUL-91159
• UDC: 37.011.3-051:54
• ISSN on article: 1318-0207
• DOI: 10.17344/acsi.2016.2821
• COBISS.SI-ID: 11490889

Copyright

Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 22. 8. 2025)

• Publication date in RUL: 30.08.2017

Record is a part of a journal

• Title: Acta chimica slovenica
• Shortened title: Acta chim. slov.
• Publisher: Slovensko kemijsko društvo = Slovenian Chemical Society
• ISSN: 1318-0207
• COBISS.SI-ID: 14086149

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian

Abstract

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.

• Keywords: praktično pedagoško usposabljanje, šolski mentorji, samoevalvacija, kemija