초록 열기/닫기 버튼
This study explored the preservice biology teachers’ evaluation on their colleagues’ simulated instruction. The preservice biology teachers participated in the simulated teaching as a student as well as an evaluator. The preservice teachers wrote their evaluation right after their colleagues’ simulated teaching. The semantic network analysis was used to visualize the elements of preservice teachers’ evaluation. The results indicated that the preservice biology teachers most frequently mentioned ‘voice’ as the strength and weakness of teaching, and ‘writing on board’ as the supplementary element, implicating that they paid the most attention to the technical aspect of teaching as evaluation elements. Secondly, the preservice teachers focused on elements related to ‘students’ participation’ as advantages, and ‘lesson design’ as disadvantages of their colleagues’ simulated teaching indicating the high level of centrality. In the domain of complement of teaching, the key word that showed the highest degree centrality and betweenness centrality was ‘writing on board’, followed by ‘explanation’ and ‘use of media’. In sum, the preservice biology teachers most mentioned teaching skills in their colleagues' simulated teaching evaluations, followed by lesson design and concept explanation. On the other hand, the teaching elements related to science subjects such as misconceptions experimental inquiry, and the nature of science were least mentioned.
