Profesní vidění studentů učitelství biologie zaměřené na obor a oborově didaktické jevy

Pavlasová, Lenka

doi:10.14712/18047106.1006

Cited by 8 publications

(6 citation statements)

References 18 publications

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“…This finding is in agreement with similar studies where pre-service teachers' analyses usually tend to focus on the actions and behaviours of the teacher rather than students' activity (Minaříková, 2014;Pavlasová, 2017). Furthermore, most research (to our knowledge) never specifically describes the content of the video/observation and also in this study, the students witnessed mostly teacher-centred lesson which could be the main reason for such a result.…”

Section: Note: Teacher + Student/s Category Is Divided According To E...supporting

confidence: 92%

“…In foreign literature, mainly research focused on (pre-service) mathematics and science teachers (van Es & Sherin, 2008) or primary education teachers (van Es & Sherin, 2006) can be found. In the Czech discourse, professional vision was examined on (preservice) English language teachers (Minaříková, 2014;, mathematics (Vondrová & Žalská, 2015), biology (Pavlasová, 2017) and kindergarten teachers (Syslová, 2016). However, mapping of (pre-service) chemistry teachers' professional vision is still lacking -there was only a pilot study (Honskusová, Vojíř, & Rusek, 2018) conducted.…”

Section: Introductionmentioning

confidence: 99%

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Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Milanović¹,

Bílek²

2021

University Education of Future Science Teachers

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The course Chemistry as part of society through centuries was offered as an elective course to students future teachers at Faculty of Education Charles University in Prague. It was special challenge for them because the course was organized in English language with lecturer from the University of Belgrade – Faculty of Chemistry realising post-doc stay here. The main aims of the course were that students: (i) become familiar with historical development of chemistry as part of the society, (ii) learn about important discoveries from the past and scientists creditable for these discoveries, (iii) enrich understanding the nature of science. The syllabus encompassed twelve topics that covered period from prehistory to the 20th century. In order to monitor students’ progress, they were tested by the same test in the beginning and in the end of the course. Students’ exam task was to write an essay about self-chosen topic from history of chemistry. The course was enrolled by 33 students. Three topics were elaborated in the classroom, while others were realized in distance form through video-presentations and other teaching materials. By comparison of students’ answers in the initial and final test, it can be concluded that they improved knowledge about chemical discoveries from the past, and some views on the nature of science. The students wrote essays on different topics, but the topics women in chemistry and Czech scientists were more frequent than others.

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Section: Note: Teacher + Student/s Category Is Divided According To E...supporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Milanović¹,

Bílek²

2021

University Education of Future Science Teachers

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“…In post-reflections from both groups of our respondents, less attention was paid to Subject than to Pedagogy events. Our results from the Subject category in post-reflections are similar to Pavlasová´s, 35 with only difference being that her participants reflected on another teacher´s video. In our study, Pedagogy comments were significantly more commonly represented by group 1 in post-reflections.…”

Section: V2 Dimension Topic and Its Categoriessupporting

confidence: 66%

“…The numbers of statements dedicated to the category Curriculum describing the situations, curriculum developers, the task itself, and the topic of the lesson are similar in the pre-reflections to that in Pavlasová´s research. 33…”

Section: V1 Dimension Actor and Its Categoriesmentioning

confidence: 99%

The individual watching of one’s own video and its influence on future biology teachers´ professional vision

Němečková

Pavlasová

2019

TJHE

Self Cite

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The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of ‘professional vision’ consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 – lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair (‘pre-reflection’) was written without video recordings, and the second (‘post-reflection’) with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es’ categorisation system. Statistically significant changes were found in several categories of professional vision in the students´ statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one’s own lessons is effective in prospective biology teachers’ development of their professional vision.Received: 28 May 2019 Accepted: 08 November 2019 Published online: 29 November 2019

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“…Pomocí hospitačních rozhovorů se zpravidla snažíme působit na rozvoj profesního vidění u studentů tak, aby se zaměřovali především na oborově specifické jevy. Z publikovaných údajů je zřejmé, že právě ty bývají studenty učitelství opomíjeny (Pavlasová, 2017b;Pavlasová et al, 2018). Hospitační rozhovor měl v našem případě nestrukturovanou i strukturovanou část, kdy strukturovaná část se skládala z otázek stejných pro všechny studenty na praxích a z otázek zaměřených na jevy v hodině vždy u konkrétního studenta.…”

Section: Diskuseunclassified

Pedagogická praxe studentů učitelství biologie z pohledu mentorských rozhovorů

Němečková¹,

Pavlasová²

2020

sciED

Self Cite

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Pedagogická praxe je jednou z důležitých součástí přípravy budoucího učitele a klíčové místo v jejím průběhu zaujímají mentorské rozhovory mezi studentem a garantem praxe. Článek popisuje analýzu mentorských rozhovorů u studentů učitelství biologie, které byly vedeny s cílem zjistit, kterými aspekty výuky se studenti zabývají, které opomíjí a které jim případně působí potíže. Zaměřily jsme se na oborově specifické jevy v hodinách přírodopisu a biologie v pěti oblastech: cíle výuky, rozsah a obsah učiva, způsob práce s učivem/pomůckami, chyby učitele a žáků a oblíbenost témat a motivace. Respondenty výzkumného šetření byli studenti učitelství biologie (n = 35), kteří v rámci svého navazujícího magisterského studia absolvovali praxe na základních či středních školách. Nejčastěji studenti stanovovali pouze kognitivní výukové cíle a ty byly formulovány především pomocí obsahu učiva. Klíčové kompetence a aktivní slovesa byla při stanovení cílů použita v malé míře. Rozsah učiva byl nejčastěji určován kmenovou učitelkou příp. zvyklostmi dané školy, prezentované organismy poté nejčastěji pomocí učebnice. Velká část respondentů byla schopna uvést konkrétní chyby, kterých se při výuce dopustili, ovšem k chybám žáků se respondenti až na jednu výjimku nevyjadřovali. Jako nejběžnější způsob motivace žáků byla uváděna názornost použitím různých výukových pomůcek. Domníváme se, že zjištěné výsledky mohou přispět ke zkvalitňování přípravy studentů učitelství biologie zejména v oblasti vedení mentorských rozhovorů při souvislých pedagogických praxích.

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Profesní vidění studentů učitelství biologie zaměřené na obor a oborově didaktické jevy

Cited by 8 publications

References 18 publications

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

The individual watching of one’s own video and its influence on future biology teachers´ professional vision

Pedagogická praxe studentů učitelství biologie z pohledu mentorských rozhovorů

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