Confluent Teaching Practise: Implementation of Process-targeted Activities by Chemistry Student-Teacher | Chapter 11 | Research Highlights in Language, Literature and Education Vol. 8

The main aim concerning this chapter search out ensure the proper duty of teaching practice, that is included in initial coach training courses. Teachers’ ability in teaching and learning is an main factor in deciding the success of a teaching meeting. Their ability and insight in handling learning endeavors will have a direct impact on undergraduates’ active involvement in knowledge. By utilising engaging and contemporary teaching plannings, chemistry teachers must gain or create beginner competences for proper teaching and education in the subject. To ensure the happening of a qualified chemistry scholar (active and creative), the continuous teaching practise model for hopeful chemistry instructors in the Pedagogical Study Programme of Second Degree "Educational Chemistry" has been corrected in conditions of activities and approaches. As the research model of realistic analysis of education methods were selected existing methods, that increase pupils' curiosity and consequently ambition for learning and exercise and creativity. The main result of the study is a list of potential abilities by prospective allure   teachers using alive and innovative education methods. The implementation of unending teaching practice (TP) supplies an opportunity for both the addition and development of these competences: these are essential for utilizing, understanding, and learning in a wisdom such as Chemistry (for learners) and for active exercise according to scholars, needs (for trainee Chemistry teachers).The accomplishment of activities delineated by ongoing teaching practise, specifically in the areas of experiment and evaluation, experiential and cooperative learning, and exploratory (laboratory and field) activity, can evolve and produce these abilities. Activity and ability are used to evaluate each of these components alone.

Author(s) Details:

Darinka Sikošek,
Department of Biology, Faculty of Natural Science and Mathematics, Chair of Chemical Education, University of Maribor, Slovenia and Fakulteta za Naravoslovje in Matematiko, Koroška Cesta 160, SI-2000, Maribor, Slovenia.

Kornelia Zaric,
Department of Chemistry, Faculty of Science and Mathematics, University of Maribor, Slovenia.

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