The Development and Application of Observation Scale Based on Discipline Core Competencies in Pre-Service Teacher Students Simulation Teaching: Taking Chemistry as an Example

Xiao YU

Master's thesis

The Development and Application of Observation Scale Based on Discipline Core Competencies in Teacher Training Students Simulation Teaching: Taking Chemistry as an Example

Abstract:

With China proposing its Core Competencies framework in 2016, the research on Core Competencies combined with disciplines has become a hot concern for many Chinese education researchers. Core Competencies, as a comprehensive ability oriented to the 21st century, it sets higher teacher and student requirements. The teacher education training of the whole system is receiving more and more attention from governments of various countries. As future teachers, PST-Students must reflect the cultivation and improvement of Core Competencies in their classrooms. Therefore, Existing research lacks a PST-Students simulated classroom observation scale to reflect Core Competencies and quantitatively analyze the actual classroom. While testing the implementation of Core Competencies by PST-Students, various problems in the classroom are found, which allows teachers to understand their teaching better, is conducive to improving the quality of education, and promotes the comprehensive and harmonious development of students' Chemistry Core Competencies. Firstly, this research is based on the primary theoretical basis of classroom observation and Core Competencies, combine with the characteristics of the chemistry discipline; while analyzing the classroom structure, the Chemistry Core Competencies are integrated into the evaluation system, and the classroom observation scale is compiled. The author chose the Prof. Cui's LICC-Paradigm, more suitable for localized research in China, as the guiding example of this research. Then, the author makes a deep analysis and interpretation of the content of the Core Competencies of the chemistry discipline, and according to the principles and basis of the compilation of the observation scale, the LICC-Paradigm and Chemistry Core Competencies are integrated, and the classroom observation scale was initially formed. Secondly, the author uses the expert review method to conduct a validity test on the scale and uses Cronbach's Alpha Coefficient, ICC, and Kendall's W coefficient to conduct a reliability test, proving that the scale has good reliability and validity. After the construction is completed, it has been modified by experts many times, and finally formed a chemistry PST-Students simulated classroom observation scale with 4 dimensions, 19 perspectives, and 42 observation points. Finally, the author applies the constructed classroom observation scale to the actual classroom and uses methods of triangulation to prove that the scale builds in this research meets the principles of operability and comprehensiveness and has specific practical value. The chemistry PST-Students simulated classroom observation scale constructs in this research is a preliminary attempt in this field, hope to provide some references for pre-service chemistry teacher education and training and provide a reliable tool for observing the simulated teaching of chemistry PST-Students.

Abstract:

With China proposing its Core Competencies framework in 2016, the research on Core Competencies combined with disciplines has become a hot concern for many Chinese education researchers. Core Competencies, as a comprehensive ability oriented to the 21st century, it sets higher teacher and student requirements. The teacher education training of the whole system is receiving more and more attention from governments of various countries. As future teachers, PST-Students must reflect the cultivation and improvement of Core Competencies in their classrooms. Therefore, Existing research lacks a PST-Students simulated classroom observation scale to reflect Core Competencies and quantitatively analyze the actual classroom. While testing the implementation of Core Competencies by PST-Students, various problems in the classroom are found, which allows teachers to understand their teaching better, is conducive to improving the quality of education, and promotes the comprehensive and harmonious development of students' Chemistry Core Competencies. Firstly, this research is based on the primary theoretical basis of classroom observation and Core Competencies, combine with the characteristics of the chemistry discipline; while analyzing the classroom structure, the Chemistry Core Competencies are integrated into the evaluation system, and the classroom observation scale is compiled. The author chose the Prof. Cui's LICC-Paradigm, more suitable for localized research in China, as the guiding example of this research. Then, the author makes a deep analysis and interpretation of the content of the Core Competencies of the chemistry discipline, and according to the principles and basis of the compilation of the observation scale, the LICC-Paradigm and Chemistry Core Competencies are integrated, and the classroom observation scale was initially formed. Secondly, the author uses the expert review method to conduct a validity test on the scale and uses Cronbach's Alpha Coefficient, ICC, and Kendall's W coefficient to conduct a reliability test, proving that the scale has good reliability and validity. After the construction is completed, it has been modified by experts many times, and finally formed a chemistry PST-Students simulated classroom observation scale with 4 dimensions, 19 perspectives, and 42 observation points. Finally, the author applies the constructed classroom observation scale to the actual classroom and uses methods of triangulation to prove that the scale builds in this research meets the principles of operability and comprehensiveness and has specific practical value. The chemistry PST-Students simulated classroom observation scale constructs in this research is a preliminary attempt in this field, hope to provide some references for pre-service chemistry teacher education and training and provide a reliable tool for observing the simulated teaching of chemistry PST-Students.

Keywords

Classroom Observation Method, Core Competencies, Discipline Core Competencies in ChemistryLICC-Paradigm

Language used: English

Date on which the thesis was submitted / produced: 18. 4. 2024

Thesis defence

• Supervisor: Mgr. Danping Peng, Ph.D.

Palacký University Olomouc

Faculty of Education

Master programme / field:
Research and Development in Educational Studies / Research and Development in Educational Studies