Professional vision of pre-service biology teachers focused on subject and subject didactics phenomena
Abstract
Professional vision represents one of teachers' professionality dimensions. The general consensus is that it should be developed during preparatory teachers' education.
Selecting effective interventions requires knowledge of enter skills of students. In this presented study noticing and knowledge-based reasoning skills are detected in pre-service biology teachers (n = 26) by qualitative analysis of written reflections of videos of someone else teaching.
Using the category system according to Sherin and van Es (2009) it was found that in students' reflections there are more statements focused on teacher and pedagogy with descriptive and evaluative stance in general. Further analysis has shown that statements associated with the pupil are more often interpreted by students than ones associated with the teacher, where description and evaluation are predominant.
Statements associated with subject and subject didactics are thematically oriented into two broad groups: (1) methods, forms, process and concept of teaching and (2) goal of teaching, expected outcomes, competencies, content of teaching. Neglected topics are e.g. teaching aids, motivation, activation and attention of pupils, teacher's instructions and teacher's mistakes.
Presented findings provide important information for guarantors of courses of didactics of biology.