The shift in chemistry teacher students' self-efficacy with respect to their ability to notice: Observation Practice Course's effect
2021
Abstract
The aim of the study was to evaluate an Observation Practice Course's effect on pre-service teachers' self-efficacy. The course focused on forming chemistry teacher students' professional vision was run in the winter semester of 2019/20.
A self-efficacy questionnaire containing items oriented on general aspects of lesson observations as well as concrete aspects (perceived ability to describe teaching methods, analyse subject matter or suggest changes to the lesson plan) was given to the students (N = 12) at the beginning and at the end of the course. The results show a significant shift with a medium effect in the students' self-efficacy.
Therefore, the course can be considered effective in this respect.