In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers’ beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants’ beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers’ beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers’ beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers’ beliefs towards teaching throughout pre-service teacher education programs were provided.

中文翻译：

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实习课程对职前教师化学教学信念的影响：为期一年的案例研究†

在这项研究中，我们研究了学校体验（SE）和实践教学（PT）课程对职前化学老师对一年化学教学的信念的影响。为了达到这个目的，在两个实践课程的各个阶段中，都要密切监控参与者对化学教学的信念和经验。两名职前化学老师参加了这项研究。通过收集数据半结构化访谈，观察笔记，CoRes和反思论文。在参加SE和PT课程的过程中，进行了三次针对教师的化学教学观念的半结构式访谈。在PT课程中，参加者在进行教学之前就准备了CoRes，并在他们的经历后对自己的表演进行了批评。此外，在学生教学过程中对参与者进行观察，以确定他们如何将自己的信念转化为教学内容。数据通过归纳分析。结果表明，两名职前教师都有稳定的核心信念，这些信念源于他们自己作为学生的经历，在这些课程中保持不变并指导他们的实践指导。尽管两个参与者在教师教育计划中都参加了相同的课程，但是他们在接受教育课程时的态度却不同。形成了影响职前教师教学观念的因素是：丰富了CoRes和反思论文的实践课程，观察其导师，从微教学会议中获得的经验以及在职前教师教育计划中所采取的教学法和方法课程。提供了在整个职前教师教育计划中形成职前教师对教学的信念的启示。