Research On The Professional Development Of Preservice Chemistry Teachers Based On Peer Coaching

With the promulgation of the plan of "education in China 2035",teacher education and teacher professional development have gradually attracted the attention of the society.As the main force of future teachers in China,pre-service teachers play an important role in promoting the development of China's future education.Peer coaching for teacher growth and professional development has long been recognized by the education community.On the basis of home and abroad literature analysis,according to the present situation of post-service teacher peer coaching at home and abroad,the researchers put forward the training model of the pre-service chemistry teacher.In order to explore the role of this training model in the training of pre-service chemistry teachers,the practice of pre-service teacher education is carried out from the cultivation of three abilities: professional knowledge,instructional design and classroom teaching.This paper adopts the mixed research method to carry out educational research.By means of literature analysis,this paper analyzes the research status of the training mode of teacher's peer mutual assistance in foreign countries,summarizes the research history,main features and activity forms of peer mutual assistance,and focuses on the application of this mode in the pre-service teacher education.Literature analysis is used to summarize the basic types of research on the peer coaching education of preservice teachers in China.Content analysis is used to study the basic situation of the model of after-service teachers' peer mutual assistance in China,and the teaching strategies,theoretical knowledge and future development prospect of peer coaching are analyzed through the visual map of relevant literature.With the empirical research method,we carried out the practice of "the cultivation model of professional knowledge ability of pre-service chemistry teachers" and "the cultivation model of teaching design ability of pre-service chemistry teachers".This paper carried out the activities of "the cultivation model of peer coaching of pre-service chemistry teachers' professional knowledge ability" and "the cultivation model of peer coaching of pre-service chemistry teachers' teaching design ability".Pre-service chemistry teachers' performance before and after the activity which is used as the student's score in the front test and the back test was evaluated by examination papers,questionnaires and evaluation scales.The subjects of this study were selected from the students majoring in chemistry education in the class of 2018.There is no significant difference in their ability to teach chemistry.In the process of research,the principle of voluntary participation is adopted,so the research data obtained basically conforms to the situation of the research object.Through statistical analysis of the obtained relevant data,the effects of these two cultivation modes can be judged.Aiming at the students with different basic skills of two preservice chemistry teachers,the case method was used to develop two activity cases of "peer coaching cultivation model of pre-service chemistry teachers' classroom teaching ability".Case one is the nature of chlorine gas of simulated teacher A and case two is the test of chloride ion of simulated teacher B.They are team members based on the same topic(in 2019 version of high school chemistry required a second chapter in the second quarter of chlorine and its compound subject)for different angles of thinking to form a simulation case class.The content of the case includes: the construction of the mutual aid group,the determination of the activity program,the simulation of the teacher's classroom record,the mutual aid group self-evaluation and mutual evaluation,the teacher's comments and summary.The following conclusions can be drawn from the above contents:(1)The peer mutual assistance model of pre-service chemistry teachers can significantly improve the professional knowledge ability of pre-service teachers.Through the analysis of the test paper and questionnaire results,it is found that this training mode can improve the academic performance,enhance the learning interest and the self-efficacy of the preservice chemistry teachers.(2)The model of pre-service chemistry teachers' peer assistance can effectively improve their ability of chemical teaching design.According to the evaluation results,compared with traditional teacher education,the model of peer assistance can better improve students' ability of curriculum knowledge,student knowledge and evaluation knowledge.(3)the model of pre-service chemistry teachers' peer assistance can improve their classroom teaching ability.According to the situation of the case,the teaching ability of the two simulation classrooms has been significantly improved after they were trained by peers.