INFLUENCE OF SELF-ANALYSIS AND REFLEXIVE PERSCRUTATION OF PRIE-SERVICE TEACHERS THROUGH VIDEO RECORDING IN CHEMISTRY TEACHERS EDUCATION

2010 ◽  
Vol 7 (1) ◽  
pp. 8-14
Author(s):  
Vitor Zanni ◽  
Agnaldo Arroio
Keyword(s):  
Professional Development ◽  
Discourse Analysis ◽  
Key Words ◽  
Video Analysis ◽  
Video Recording ◽  
Chemistry Teacher ◽  
Chemistry Teaching ◽  
Pedagogical Strategies ◽  
Chemistry Teachers ◽  
Methodological Tool

In this work, we present an approach on methodology of teaching where pre-service chemistry teachers are required to analyze sequences of digital video of chemistry teaching in real classrooms. We utilize discourse analysis to help pre-service chemistry teachers to reflect on their pedagogical strategies and discursive interactions. The results showed that the integration of video analysis on the pre-service chemistry teacher training is an important methodological tool on professional development of chemistry teachers. Key-words: pre-service education, video, chemistry teacher, ICT.

ANALISIS KEBUTUHAN GURU KIMIA TERHADAP MATERIAL KURIKULUM MODEL “ATK” DAN POLA EDUKASI “ADIR”

2011 ◽  
Vol 16 (1) ◽  
pp. 185
Author(s):  
Momo Rosbiono
Keyword(s):  
Professional Development ◽  
Subject Matter ◽  
Academic Skills ◽  
Chemistry Teacher ◽  
Academic Needs ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Academic Knowledge ◽  
Teaching Professional Development ◽  
Teaching Professional

This research initiated from the problems there are low quality of chemistry teacher comprehend in academic knowledge. The main goals of this research was to comprehend what model of ”Curriculum Materials” (CM) and “Amalgamation Teacher Knowledge” (ATK) educative framework were needed by chemistry teacher?. The research conducted by using descriptive method which express phenomenon are there him. The subject of this research were the Candidate of Chemistry Teachers which out-going in program of Profession Training and Education (PTE) at Department of Chemistry Education, Faculty of Mathematics and Science Education, Indonesia University of Education and Chemistry Teachers from Group Discussion of Chemistry Teacher (GDCT) at Karawang. The data were collected through questionnaires and analysis form of teacher academic needs. The data analysis technique worked through qualitative and quantitative techniques. Based on the empirical and theoretical analysis the research findings which resulted were: (1) The CM with ATK model was relevance with academic chemistry teacher needs, this model illustrated the integration of essential concepts of curriculum, chemistry subject matter, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher through “key formulas”; (2) the CM structure that relevance for chemistry teacher academic needs was included the objectives formulation, subject matter description, questions, training tasks, and answer keys; (3) the CM content that relevance for chemistry teacher academic needs was included the essential concepts of curriculum, chemistry content, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher; (4) the educative framework that effectively for using CM was guidance and training through the mechanism of “absorbing, doing, interacting, and reflecting” (ADIR).Key words: curriculum material, ATK model, ADIR mechanism.

scholarly journals Educational Attainment, Teaching Experience, Professional Development and Self-Efficacy as Predictors of Chemistry Content Knowledge: Implication for the Development of a National Promotion Examination

KIMIKA ◽  
2018 ◽  
Vol 29 (2) ◽  
pp. 7-22
Author(s):  
Jina Denise R. Galiza ◽  
Rhodora F. Nicdao ◽  
Armando Jr. M. Guidote
Keyword(s):  
Professional Development ◽  
Educational Attainment ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Chemistry Teachers ◽  
Teachers Professional Development

This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted  the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and self-efficacy  were significantly related to the CK of teachers. Teachers' professional development and self-efficacy predicted the CK of teachers.

scholarly journals The programme for professional development of chemistry teachers’ assessment competency

2021 ◽  
pp. 52-52
Author(s):  
Biljana Tomasevic ◽  
Dragica Trivic ◽  
Vesna Milanovic ◽  
Lidija Ralevic
Keyword(s):  
Professional Development ◽  
Group Work ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Educational Standards ◽  
Programme Implementation ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Achievement Standards ◽  
The Impact

The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: (i) the assessment as a support for chemistry learning; (ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; (iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; (iv) designing tasks for monitoring students? progress towards certain educational standards. Teachers? responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.

scholarly journals Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication

2019 ◽  
Vol 8 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Teresa Conceição ◽  
Mónica Baptista ◽  
João Pedro da Ponte
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Lesson Study ◽  
Participant Observation ◽  
Video Recording ◽  
Initial Teacher Education ◽  
Classroom Communication ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Content Type

PurposeThe purpose of this paper is to understand what physics and chemistry preservice teachers learn on the nature of the inquiry tasks and about classroom communication in an inquiry task when they take part in a lesson study.Design/methodology/approachThis is a qualitative and interpretive research which was carried out within a master’s degree course in physics and chemistry teaching with three preservice teachers. Data were collected from participant observation with video recording, interviews, written reflections and group report by the preservice teachers. This two-cycle lesson study was conducted over 12 sessions. The data analysis took place through asking questions and using the constant comparison method, which allowed the identification of the most relevant issues about the preservice teachers learning according to the categories nature of the inquiry tasks and communication promoted by the teacher.FindingsThe results show that the preservice teachers learnt to identify the characteristics of inquiry tasks, how to develop an inquiry task when planning the research lesson and acknowledged its potential for student learning. Moreover, the preservice teachers acknowledged the fact that the classroom communication promoted by the teacher fostered student participation, negotiation of meanings about scientific concepts and construction of new learning that can be shared within the class.Research limitations/implicationsResearch is needed as regards how initial teacher education providers may contribute to the learning of preservice teachers in lesson study in initial teacher education programmes.Originality/valueThis research contributes to show potentialities of lesson study in the initial teacher education of preservice physics and chemistry teachers.

scholarly journals Why school-related content knowledge for pre-service chemistry teachers should include basic concepts in organic chemistry

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jolanda Hermanns ◽  
Nico Ermler
Keyword(s):  
Organic Chemistry ◽  
Mixed Methods ◽  
Content Knowledge ◽  
Structure And Function ◽  
Mixed Methods Study ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Basic Concepts ◽  
The Moment ◽  
And Function

Abstract In this paper we describe and evaluate a study on the use of concepts in organic chemistry while solving tasks that are designed after the concept of school-related content knowledge (SRCK). The study was designed as a mixed methods study and conducted at a German university for the content of “organic chemistry”. As the results of this study show, the students rate the tasks and the use of anchoring concepts as for example “bonds” or “structure and function” as relevant for their future profession as a chemistry teacher. They therefore propose that concepts should be an integral part of their university studies as they find it lacking at the moment. Concepts can also be seen as an opportunity to build a bridge between school knowledge and university knowledge.

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

A Comparison of the Application of the SMED Methodology in Two Different Cutting Lines

2021 ◽  
Vol 25 (1) ◽  
pp. 124-149
Author(s):  
Alexandre Silva ◽  
José C. Sá ◽  
Gilberto Santos ◽  
Francisco J.G. Silva ◽  
Luís P. Ferreira ◽  
...  
Keyword(s):  
Data Collection ◽  
Continuous Improvement ◽  
Video Analysis ◽  
Historical Data ◽  
Action Plan ◽  
Video Recording ◽  
Operating Mode ◽  
Added Value ◽  
Output Rate ◽  
Production Output

Purpose: This study was carried out in a cork company and its purpose was to observe and analyze the practices and methods used during the tools/series change moments and to propose improvements and alternatives to these same procedures so that the time needed to carry out the setup is reduced by 15% in both lines. Methodology/Approach:The methodology included the following phases: 1st - historical data collection and setup video recording, 2nd - footage analysis and conduction of informal interviews with employees, 3rd - flow, Gantt, and spaghetti charts creation and making of an action plan based on the waste and improvement opportunities identified in video analysis, 4th - validation with the line workers of the new operating mode created with the Single Minute Exchange of Dies (SMED) tool and communication to the Maintenance department about their role in this project, 5th - making and placement of plasticized cards on the cutting lines to ensure that new operating mode is followed and carrying out the actions identified in the action plan. Findings: Throughout this project using observations, video recording and its subsequent analysis, as well as interviews to the workers operating in the line, it was found the existence of several actions carried out by them during the setups which did not add value to the product, lack of adequate tools for the work to be performed and lack of work tools in general Research Limitation/implication: The study was limited by the lines and products under study and by the duration of the curricular internship, which was about five months. Originality/Value of paper: The article demonstrates the added value in terms of product quality and production output rate that SMED methodology can bring to companies that adopt the lean philosophy and in particular this continuous improvement tool.

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