职前与在职化学教师对教学能力认知差异的实证研究

Comparison Study on Pre-Service and In-Service Chemistry Teachers’ Perception of Teaching Competence

采用定量的方法对112位化学师范生和83位中学化学教师进行问卷调查,了解职前、在职教师对教学能力要素重要性认识的情况,问卷涉及本体要素、工具要素、条件要素、实践要素、情意要素和发展要素等6大维度。基于Rasch测量模型,利用ConQuest,Winstep,SPSS22.0软件对数据进行统计分析。研究发现:(1)问卷具有良好的信效度;(2)师范生、在职教师均把情意要素作为教学能力的首要成分,其次依次是本体要素、发展要素、实践要素,工具要素与条件要素排在其他要素之后;(3)工具要素重要性赞同度师范生显著高于在职教师,其余维度差异不显著,不同性别各维度重要性赞同度也无显著性差异;(4)由ConQuest多维分析所建立的项目-被试图可以直观展示不同维度上各教学能力的重要程度。

To investigate pre-service and in-service chemistry teachers’ perceptions of teaching competence, a 5-points Likert-style measurement instrument was developed by authors basing on a subject teaching competence model previously constructed by the project team and was implemented to 112 chemistry normal students and 83 high school chemistry teachers. This instrument involves six dimensions, i.e., ontological, instrumental, conditional, practical, dispositional, and developmental components of teaching competence. Both multidimensional and unidimensional Rasch models were applied to analysis the data by using the ConQuest and Winstep software, as well as SPSS22.0 for further statistics. The results showed that:(1) the developed measurement instrument possess good reliability and validity;(2) pre-and in-service chemistry teachers consensually ranked dispositional, ontological, developmental and practical components the first to fourth important components of teaching competence;(3) pre-service chemistry teachers’ score on instrumental component was significantly higher than that of in-service chemistry teachers;(4) item maps generated by ConQuest multidimensional analysis visually demonstrated the importance order of elements within each dimension of teaching competence.