Details
| Original language | English |
|---|---|
| Pages (from-to) | 1419-1439 |
| Number of pages | 21 |
| Journal | International Journal of Science Education |
| Volume | 45 |
| Issue number | 17 |
| Early online date | 28 May 2023 |
| Publication status | Published - 2023 |
Abstract
Evaluating and improving instructional quality is important in pre-service teacher education, given it is a crucial factor for students’ learning gains. This process is complex and involves multiple classroom events with various interpretations. Criteria for instructional quality are rarely applied systematically in teacher education, leading to divergent evaluations and hindering comparable development. Comparability has rarely been researched in science pre-service teacher education. Therefore, we compared evaluations from 17 chemistry-specific advisors and 17 science pre-service teachers with regard to their choice of criteria, their respective rating and grading of a videotaped chemistry lesson, in Germany. Their evaluations were compared using the Science Education Perspectives (SEP) framework for instructional quality. Although advisors can be considered evaluation experts, our findings show differences in the choice of criteria, ratings, and how the lesson was graded within and between both groups. Pre-service teachers focused more on aspects of classroom and time management, and gave higher average ratings, whereas their advisors focused more on cognitive activation. Overall, 16 different criteria were used by the majority of participants. These criteria show a strong science-specific focus. Our findings have implications for science pre-service teacher education, showing a need for a common approach in evaluations, with extended observation periods.
Keywords
- Pre-service teacher education, chemistry education, instructional quality
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: International Journal of Science Education, Vol. 45, No. 17, 2023, p. 1419-1439.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Instructional quality in science teacher education: comparing evaluations by chemistry pre-service teachers and their advisors
AU - Heinitz, Benjamin
AU - Nehring, Andreas
PY - 2023
Y1 - 2023
N2 - Evaluating and improving instructional quality is important in pre-service teacher education, given it is a crucial factor for students’ learning gains. This process is complex and involves multiple classroom events with various interpretations. Criteria for instructional quality are rarely applied systematically in teacher education, leading to divergent evaluations and hindering comparable development. Comparability has rarely been researched in science pre-service teacher education. Therefore, we compared evaluations from 17 chemistry-specific advisors and 17 science pre-service teachers with regard to their choice of criteria, their respective rating and grading of a videotaped chemistry lesson, in Germany. Their evaluations were compared using the Science Education Perspectives (SEP) framework for instructional quality. Although advisors can be considered evaluation experts, our findings show differences in the choice of criteria, ratings, and how the lesson was graded within and between both groups. Pre-service teachers focused more on aspects of classroom and time management, and gave higher average ratings, whereas their advisors focused more on cognitive activation. Overall, 16 different criteria were used by the majority of participants. These criteria show a strong science-specific focus. Our findings have implications for science pre-service teacher education, showing a need for a common approach in evaluations, with extended observation periods.
AB - Evaluating and improving instructional quality is important in pre-service teacher education, given it is a crucial factor for students’ learning gains. This process is complex and involves multiple classroom events with various interpretations. Criteria for instructional quality are rarely applied systematically in teacher education, leading to divergent evaluations and hindering comparable development. Comparability has rarely been researched in science pre-service teacher education. Therefore, we compared evaluations from 17 chemistry-specific advisors and 17 science pre-service teachers with regard to their choice of criteria, their respective rating and grading of a videotaped chemistry lesson, in Germany. Their evaluations were compared using the Science Education Perspectives (SEP) framework for instructional quality. Although advisors can be considered evaluation experts, our findings show differences in the choice of criteria, ratings, and how the lesson was graded within and between both groups. Pre-service teachers focused more on aspects of classroom and time management, and gave higher average ratings, whereas their advisors focused more on cognitive activation. Overall, 16 different criteria were used by the majority of participants. These criteria show a strong science-specific focus. Our findings have implications for science pre-service teacher education, showing a need for a common approach in evaluations, with extended observation periods.
KW - Pre-service teacher education
KW - chemistry education
KW - instructional quality
UR - http://www.scopus.com/inward/record.url?scp=85161264527&partnerID=8YFLogxK
U2 - 10.1080/09500693.2023.2213382
DO - 10.1080/09500693.2023.2213382
M3 - Article
VL - 45
SP - 1419
EP - 1439
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 17
ER -