Self-perceived competences by future chemistry teachers in Brazil

CLEOPHAS, MARIA DAS GRAÇAS; MARQUES, MURILO S.; BARBOSA, MARCIA CRISTINA

doi:10.1590/0001-3765202320221057

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SOCIAL SCIENCES • An. Acad. Bras. Ciênc. 95 (suppl 1) • 2023 • https://doi.org/10.1590/0001-3765202320221057 copy

Self-perceived competences by future chemistry teachers in Brazil

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

In this work we have compared the self-perceived competences of future chemistry teachers who are pursuing teacher training courses in all the regions of Brazil taking the following factors into account: sex, age and Brazilian region origin. A quantitative exploration was adopted and the data were collected using the Self-Perceived Competences of Teachers in Initial Chemistry Training (SPCTICT) instrument, composed of 21 items. An exploratory factor analysis enabled grouping the items into three factors: (a) self-perception of technical competences (knowledge), (b) Self-perception of competences linked to specific aspects (know-how) and, finally, (c) self-perception of generic competences (knowing how to act or how to behave). The results demonstrate statistically significant differences among men and women on the self-perception of their own competences regarding knowledge construction in chemistry.

Key words
gender; initial training; teachers; Chemistry; competences

		Number of students	% of students
			In this survey	In Brazil
Sex	Female	409	64.30	60.03
Sex	Male	227	35.70	39.97

Age	< 18	58	9.12	-
	19 to 24	409	64.31	-
	25 to 30	111	17.45	-
	31 to 36	46	7.23	-
	37 to 42	5	0.78	-
	> 43	7	1.10	-

Region	Midwest	90	14.15	8.12
	Northeast	241	37.90	27.35
	North	38	5.97	8.92
	Southeast	90	14.15	41.83
	South	177	27.83	13.78

Estimate	McDonald’s ꞷ	Cronbach’s α	Greatest Lower Bond
Point Estimate	0.800	0.792	0.885
95% CI lower bound	0.777	0.768	0.877
95% CI upper bound	0.822	0.814	0.910

Item	If item dropped			Item-rest correlation
Item	McDonald’s ω	Cronbach’s α	Greatest Lower Bound (GLB)	Item-rest correlation
Q01	0.788	0.780	0.876	0.412
Q02	0.787	0.779	0.878	0.437
Q03	0.786	0.778	0.878	0.454
Q04	0.824	0.817	0.895	-0.122
Q05	0.795	0.789	0.882	0.304
Q06	0.791	0.783	0.881	0.361
Q07	0.780	0.772	0.873	0.565
Q08	0.787	0.779	0.877	0.475
Q09	0.779	0.772	0.870	0.533
Q10	0.781	0.774	0.876	0.532
Q11	0.779	0.771	0.874	0.553
Q12	0.785	0.777	0.875	0.463
Q13	0.796	0.789	0.874	0.271
Q14	0.801	0.793	0.878	0.205
Q15	0.783	0.776	0.875	0.479
Q16	0.781	0.773	0.873	0.517
Q17	0.807	0.798	0.886	0.091
Q18	0.788	0.779	0.878	0.429
Q19	0.794	0.786	0.878	0.322
Q20	0.815	0.805	0.891	0.058
Q21	0.791	0.782	0.879	0.374

Factors and Items	Factor loadings
Factors and Items	F1	F2	F3
Factor 1 (F1): Self-perception of technical skills (knowledge)	F1	F2	F3
I find it easy to perform chemical experiments in a laboratory class;	0.65	0.13	-0.19
If I went to a museum, I would easily identify what is being shown about chemistry;	0.61	0.04	0.00
If I wanted to, I could be good at researching chemistry;	0.83	0.00	0.00
If I study, I can be successful on a chemistry test;	0.58	0.00	0.05
I know how to relate theory to practice when I’m performing experiments in the laboratory;	0.52	0.18	0.09
I can interpret graphs when present in a chemical problem;	0.45	0.29	-0.39
Factor 2 (F2): Self-perception of skills linked to specific aspects (know-how)
I can easily solve stoichiometric calculations;	0.06	0.83	-0.08
I easily understand the differences between ionic, covalent and metallic bonds;	0.20	0.46	0.15
I prefer chemical questions that have calculations;	-0.23	0.79	-0.05
I know how to balance chemical equations easily.	0.04	0.70	0.02
Factor 3 (F3): Self-perception of generic competences (knowing how to act / knowing how to be)
I like chemistry;	-0.02	0.27	0.54
I always establish connections between different common everyday situations and chemistry;	0.07	0.09	0.54
As a future teacher, I understand the importance of knowing how to use technologies in the classroom;	0.00	-0.24	0.85
I like the idea of becoming a chemistry teacher.	-0.09	-0.01	0.81

Survey items	McDonald’s ω	Cronbach’s α	GLB
Factor 1 (F1): Self-perception of technical competences (knowledge)	0.694	0.691	0.742
Factor 2 (F2): Self-perception of competences linked to specific aspects of knowledge (know-how)	0.743	0.733	0.771
Factor 3 (F3): Self-perception of generic competences (knowing how to act / knowing how to be)	0.649	0.634	0.683

Survey Items	Scores	Std. deviation
Factor 1 (F1): Self-perception of technical skills competences (knowledge)	3.064	0.434
Factor 2 (F2): Self-perception of competences linked to certain aspects of knowledge (know-how)	3.024	0.526
Factor 3 (F3): Self-perception of generic competences (knowing how to act / knowing how to be)	3.460	0.455
Entire survey (SPCTICT)	3.142	0.388

Factor	Female	Std. dev.	Male	Std. dev.	p-value	Hedges’ g*	Power
F1	3.093	0.672	3.167	0.684	0.015	0.202	0.687
F2	3.005	0.675	3.141	0.751	0.007	0.226	0.779
F3	3.621	0.543	3.690	0.527	0.670	0.035	0.071

	Categorical variables
Factor	Age						Region*
	>18	19-24	25-30	31-36	37-42	>43	MW	NE	N	SE	S
F1	3	3.09	3.11	3.21	3.03	3.53	3.13	3.07	2.99	3.15	3.13
F2	2.97	3.04	2.96	3.12	2.57	3.33	3.06	3.02	2.79	3.01	3.06
F3	3.47	3.45	3.49	3.40	3.5	3.64	3.42	3.46	3.41	3.45	3.49

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[1] Correspondence to: Murilo Sodré Marques E-mail: murilo.sodre@ufob.edu.br