Comparison Study on Pre-Service and In-Service Chemistry Teachers’ Perception of Teaching Competence
WANG Qiao-Li1**, WEI Si-Lin2, HU Yue-Xia3
1. Hangzhou middle school affiliated to Beijing Normal University,Hangzhou 310002;
2. Hangzhou Normal University, Hangzhou 310036,China;
3. Hangzhou No. 2 High School Baimahu,Hangzhou 310000,China
Abstract To investigate pre-service and in-service chemistry teachers’ perceptions of teaching competence, a 5-points Likert-style measurement instrument was developed by authors basing on a subject teaching competence model previously constructed by the project team and was implemented to 112 chemistry normal students and 83 high school chemistry teachers. This instrument involves six dimensions, i.e., ontological, instrumental, conditional, practical, dispositional, and developmental components of teaching competence. Both multidimensional and unidimensional Rasch models were applied to analysis the data by using the ConQuest and Winstep software, as well as SPSS22.0 for further statistics. The results showed that: (1) the developed measurement instrument possess good reliability and validity; (2) pre- and in-service chemistry teachers consensually ranked dispositional, ontological, developmental and practical components the first to fourth important components of teaching competence; (3) pre-service chemistry teachers’ score on instrumental component was significantly higher than that of in-service chemistry teachers; (4) item maps generated by ConQuest multidimensional analysis visually demonstrated the importance order of elements within each dimension of teaching competence.
WANG Qiao-Li, WEI Si-Lin, HU Yue-Xia. Comparison Study on Pre-Service and In-Service Chemistry Teachers’ Perception of Teaching Competence[J]. Chinese Journal of Chemical Education, 2020, 41(11): 59-64.
