summary of article related to teaching of chemistry subject

1. THIS ARTICLE WRITTEN BY Zubeyde Demet
Kirbulut , Oktay Bektas
THIS ARTICLE PUBLISHED BY Elsevier Ltd.
IN THE YEAR OF 2011

2. Teaching practice is critical part of teaching education
programs as far as forthcoming instructors' continuous expert
turn of events. During training practice, prospective teachers
get the chance to apply the theories in the real school climate
(Hanson and Herrington, 1976).The communication among
forthcoming instructors and mentors are significant during the
way toward figuring out how to instruct. It is stated that through
the teaching practice prospective teacher can decide whether
he/she wants to take teaching as their profession or not
(Chong and Low,2009). The exploration question of this
investigation is introduced beneath:
 “What experiences do prospective chemistry
teachers have in relation to teaching practice?”

3. This study utilized the phenomenological technique. In the
guidline of Ministry of National Education (MONE, 1998)
about teaching practice, it is expressed that teaching
practice course is given to forthcoming instructors in the last
semester as one day or two half days seven days (least 12
weeks) in an arranged method to improve their training
aptitudes in the genuine study hall setting. data collection
include Semi –structure interview , conducted with
prospective teachers for almost 45 minutes each to expore
their experiences of teaching practice.

4. “Creswell's six generic
steps for the analysis of
interview”:
Organizing and preparing the
data for analysis.
Generating themes or categories
using the coding.
Coding the data.
Making an interpretation or
meaning of the data.
1
2
3
Reading through all the data.
6
4
5 Organization and the description of
the data in terms of the coding and
themes.

5. RESULT:

6. 1. ADEQUECY OF
CHEMISTRY KNOWLEDGE:
The interviewees were gotten some
information about their impression of
sufficiency of their science information
subsequent to taking the teaching
practice course. They likewise showed
that they saw the issues with their
crucial science ideas and added that
instructing practice and miniature
educating were viable on the
consciousnes of their misinterpretations
and were helpful in overhauling their
science ideas
The interviewees were asked about
the contribution of method courses on
their teaching profession. Five of six
prospective chemistry teachers stated
that lecturing was the only teaching
method used at school placement and
thus they could not have a chance to
observe alternative teaching methods
they were taught at faculty. Our mentor
believes that the lessons must be
given by using alternative teaching
methods and lecturing should not be
used more often
2. THE EFFECT OF METHOD
COURSE:

7. 3. DIALOG WITH MENTOR:
The interviewees were approached to
specify their discourse with coaches as
far as their guides' mentality to them
and to the understudies and mention
the impact of their mentor's utilization of
techniques on their inclination of
utilizing educating strategies. Here, I
was unable to see a shared regard
between the guide and understudies
since understudies crossed the
line".When the interviewees were
gotten some information about the
impact of coach's utilization of showing
techniques on their utilization of
showing strategieAs,
five of them said that since they
couldn't have the option to watch any
showing strategy unique in relation to
lecturing,they couldn't profited by their
tutors' guidance as far as the act of
elective showing methods.However,
one of them (Emel) said that her coach
attempted to utilize showing strategies
not the same as addressing, for
example, bunch work and added that it
was conceivable to utilize different
encouraging strategies in the
homeroom on the off chance that one
needed to use

8. LESSON PLAN
PREPARATION:
The interviewees were asked the effect of preparing lesson plan
on their teaching practice. All of them denoted that it contributed
positively to their teaching practice. For example,
• Lesson plan helps to obtain necessary material related to
subject before the instructions.
• It enhances confidence level during teaching.
04

9. 5. Problem faced up in teaching
practice:
They said that they ran over issues
regarding study hall the executives
(four prospective science tearchers),
utilization of showing strategy (two
prospectiv chem. teachers), and
utilization of research center and
innovative offices (one prospective
teacher). Two of the prospective
teachrs (Cen and Emel) said that they
didn't look up any issues regarding
homeroom the board since their
coaches were along with them in the
study hall and since their guides were
viewed as an authority by the students.
In terms of utilization of showing
techniques, two prospective teachers
expressed that they encountered a few
issues during their teaching practice.
He particularly stressed that he had
issues in the choice of legitimate
encouraging strategy for the study hall
and he ran over issues in his guidance
when he didn't evoke understudies'
earlier knowledge.Prospective science
educators, aside from Zuhal, said that
they didn't have issues with respect to
the utilization oflaboratory and
innovative offices.

10. 6. Measurement and
Evaluation :
The interviewees were asked for their
comparison between the measurement and
evaluation techniques they learned at
faculty and the measurement and
evaluation techniques used at school
placement. The interviewees said that
portfolio, performance-based assessment,
multiple-choice questions, true-false, short
answer, essay type questions, and fill in the
blanks as the measurement and evaluation
techniques that they learned at faculty.
However, they said that essay type and
multiple-choice questions were the only
measurement and evaluation techniques
used at school placement. Prospective
chemistry teachers were not pleased the
measurement and evaluation techniques
used at school placement.
They indicated that the measurement and
evaluation techniques at school placement should
be used for elicitation of students’ prior knowledge
and making students aware of their concepts
instead of just using them for grading purposes.
They also said that mentors should use alternative
assessment and evaluation techniques such as
performance-based assessment in which students
could make investigations for the solution of the
problems.

11. The findings of this study concluded that teaching practice is critical period for the
prospective teachers in their development as a teacher. Many studies also
reported the pivotal role of teaching practice on prospective teachers’ perception
of teaching profession (Chong & Low, 2009; Ng, Nicholas & Williams, 2010).In
this study, five of six prospective chemistry teachers stated that lecturing was the
only teaching method they observed at school placement and this caused them
not have a chance to observe the alternative teaching methods at the real
classroom setting. Similarly, in the literature, there are many studies denoted that
there is no harmony between what is observed at school placement and what is
taught at the faculty (Ogan-Bekiroglu, 2007; Boz & Boz, 2006).Prospective
teachers emphasized the important role of lesson plan preparation on their
current and future instruction. Prospective teachers also indicated that teaching
practice were effective on the awareness of their misconceptions and in revising
their chemistry knowledge.
conclusion!

12. Thanks!