Case Study on Development of Professional Vision of Chemistry Preservice Teachers in Educational Practice
HE Wen-Ting1,2, ZENG Yan1,2**, LU Wen-Qian3, TANG Shu-Rong3
1. College of Chemistry, Central China Normal University, Wuhan 430079, China; 2. National Chemistry Experimental TeachingDemonstration Center,Central China NormalUniversity, Wuhan 430079, China; 3. The First Attached Middle School of Central China Normal University, Wuhan 430073, China
Abstract The professional vision of teachers is a capability to use pedagogical content knowledge to focus and explain important interactive events in the classroom, which is the starting point for the generation of teaching practical wisdom. In this study, 7 chemistry preservice teachers were selected as the research objects. A cooperative community was constructed in the educational practice, and a classroom observation tool was designed to listen and evaluate the lessons. Combined with interviews and classroom observation notes, this paper studied the changes of chemistry preservice teachers' professional vision in the process of practice, and explored the influencing factors. It was found that after the educational practice, the selective attention content of preservice chemistry teachers became richer, and the capability of reasoning based on knowledge was improved. Furthermore, the attention objects were shifted from single to multiple. Three factors that influenced the development of the professional vision of chemistry preservice teachers in educational practice were uncovered, including “double tutors” collaborative cultivation mode, classroom observation tools, and real teaching practice. Based on this, some suggestions were put forward to promote the professional development of chemistry preservice teachers.
HE Wen-Ting, ZENG Yan, LU Wen-Qian, TANG Shu-Rong. Case Study on Development of Professional Vision of Chemistry Preservice Teachers in Educational Practice[J]. Chinese Journal of Chemical Education, 2023, 44(20): 66-74.
