BOOK
Professional Development of Chemistry Teachers
Rachel Mamlok-Naaman | Ingo Eilks | George Bodner | Avi Hofstein
(2018)
Additional Information
Book Details
Abstract
Continuous professional development of chemistry teachers is essential for any effective chemistry teaching due to the evolving nature of the subject matter and its instructional techniques. Professional development aims to keep chemistry teaching up-to-date and to make it more meaningful, more educationally effective, and better aligned to current requirements.
Presenting models and examples of professional development for chemistry teachers, from pre-service preparation through to continuous professional development, the authors walk the reader through theory and practice. The authors discuss factors which affect successful professional development, such as workload, availability and time constraints, and consider how we maintain the life-long learning of chemistry teachers.
With a solid grounding in the literature and drawing on many examples from the authors’ rich experiences, this book enables researchers and educators to better understand teachers’ roles in effective chemistry education and the importance of their professional development.
For anyone who has recently joined the chemistry teaching profession, or is thinking of joining it, then this would be a good read for professional development.
Dr P Riby
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Acknowledgements | v | ||
| About the Authors | vi | ||
| Contents | xi | ||
| Chapter 1 Introduction – Issues Related to the Professional Development of Chemistry Teachers | 1 | ||
| 1.1 The Fields of Chemistry-Teaching Practices | 1 | ||
| 1.2 Approaches to Pre-service Education of Chemistry Teachers | 3 | ||
| 1.3 Consequences for Continuous Professional Development | 7 | ||
| 1.4 About This Book | 10 | ||
| References | 11 | ||
| Chapter 2 Understanding the Cognitive and Affective Aspectsof Chemistry Teachers' Learning and Professional Development | 13 | ||
| 2.1 Teachers' Professional Knowledge Base | 13 | ||
| 2.2 Understanding the Development of Teachers' Knowledge Base | 16 | ||
| 2.3 Teachers' Need for Lifelong and Intense Professional Learning | 18 | ||
| 2.4 Chemistry Teachers' Professional Developmentin the Framework of Curriculum Innovation toIncorporate the History of Chemistry into Teaching | 20 | ||
| 2.4.1 The Starting Point | 20 | ||
| 2.4.2 Cognitive Aspects of the Historical Approach | 21 | ||
| 2.4.3 The Module: Science – An Ever-developing Entity | 22 | ||
| 2.4.4 Professional Development | 25 | ||
| 2.4.5 Assessment of the Outcomes Incorporating Both Qualitative and Quantitative Methods | 26 | ||
| 2.5 Summary | 27 | ||
| References | 28 | ||
| Chapter 3 Top-down Approaches for Chemistry Teachers' In-service Professional Development – From Basic to Advanced | 32 | ||
| 3.1 Information Resources for Chemistry Teachers | 33 | ||
| 3.1.1 Traditional Media | 33 | ||
| 3.1.2 Online Resources | 34 | ||
| 3.2 Face-to-face Approaches for Chemistry Teachers' Professional Development | 34 | ||
| 3.2.1 Teacher Conferences | 34 | ||
| 3.2.2 Continuing Professional Development (CPD) Workshops for Teachers | 35 | ||
| 3.3 Challenges and Resources for Chemistry Teachers' Professional Development – A View from the USA | 36 | ||
| 3.4 Top-down, Long-term Approaches for Chemistry Teachers' Professional Development – Three Cases from Israel | 40 | ||
| 3.4.1 Preparing Biology and Agriculture Teachersto Become Chemistry Teachers – A Case from the Upper Galilee in Israel | 40 | ||
| 3.4.2 Updating Chemistry Teachers' CK and PC Kon Current Issues of Chemistry in a Long-term CPD Program | 46 | ||
| 3.4.3 Giving Chemistry Teachers New Ways toMove Toward Inquiry Teaching – The TEMI Project | 52 | ||
| 3.5 Summary | 56 | ||
| References | 57 | ||
| Chapter 4 Cases of Bottom-up Professional Development for Chemistry Teachers | 62 | ||
| 4.1 Teachers' Involvement in Curriculum Development and Implementation | 62 | ||
| 4.2 Chemistry Teachers as Curriculum Developers | 64 | ||
| 4.2.1 Critical Reading of Scientific ArticlesPublished in Newspapers or Other Media and Original Scientific Articles | 66 | ||
| 4.2.2 Writing an Essay Focusing on Scientists and Their Discoveries, Entitled ''The Person behind the Scientific Endeavor'' | 68 | ||
| 4.3 Classroom Innovation by Teachers While Cooperating in In-service Workshops on Their Classroom Activities Within the PROFILES Project | 70 | ||
| 4.4 Teachers' Professional Learning Communities (PLCs) | 76 | ||
| 4.5 Summary | 80 | ||
| References | 80 | ||
| Chapter 5 Action Research as a Philosophy for Chemistry Teachers' Professional Development and Emancipation | 83 | ||
| 5.1 Every Teacher a Researcher | 83 | ||
| 5.2 Action Research in Chemistry Education for Teachers' Professional Development | 88 | ||
| 5.3 Different Models of Action Research for Chemistry Teachers' Professional Development | 90 | ||
| 5.4 Exemplifying Different Forms of Action Research in Chemistry Education | 93 | ||
| 5.4.1 A Professional Development Course Facilitating Teachers' Application of Action Research in Israeli Chemistry Education | 93 | ||
| 5.4.2 A 20-Year Curriculum Development Project for German Chemistry Education Based on Participatory Action Research | 99 | ||
| 5.4.3 Comparing the Two Cases | 105 | ||
| 5.5 Summary | 107 | ||
| References | 107 | ||
| Chapter 6 Teacher Professional Development for Society, Sustainability, and Relevant Chemistry Education | 112 | ||
| 6.1 The Roots of Society-oriented Secondary Chemistry Education | 112 | ||
| 6.2 Learning about Sustainable Development and Green Chemistry | 115 | ||
| 6.3 Traditional vs Alternative Fuels: An Example of Issues of Sustainable Development in the SSI Chemistry Classroom | 116 | ||
| 6.4 Teacher Professional Development for Teaching Sustainability in Chemistry Education | 119 | ||
| 6.5 Conclusions | 126 | ||
| 6.6 Summary | 128 | ||
| References | 128 | ||
| Chapter 7 Professional Development of Chemistry Teachers to Teach Effectively in the Chemistry Laboratory | 132 | ||
| 7.1 The Chemistry Teacher's Behavior in the Chemistry Laboratory | 132 | ||
| 7.2 Research-based Ideas Related to Learning in the Science Laboratory | 134 | ||
| 7.3 New Era – New Goals: Learning in and from the Science Laboratory in the 21st Century | 137 | ||
| 7.3.1 Scientific Argumentation and Epistemologies | 138 | ||
| 7.3.2 Argumentation in the Science Laboratory | 140 | ||
| 7.4 Teaching in an Inquiry-type Laboratory | 143 | ||
| 7.4.1 The Inquiry Chemistry Laboratory Program in Israel | 144 | ||
| 7.4.2 The Chemistry Teacher's Practice in the Inquiry Chemistry Laboratory | 144 | ||
| 7.4.3 Organizing the Work in the Laboratory Classroom | 146 | ||
| 7.5 Professional Development of Teachers to Teachin the Inquiry Chemistry Laboratory: An Evidence-based Approach | 147 | ||
| 7.5.1 Development of the CPD Model | 148 | ||
| 7.6 Summary | 151 | ||
| References | 151 | ||
| Chapter 8 Continuous Professional Development of Chemistry Teachers to Incorporate Information and Communication Technology | 155 | ||
| 8.1 Scientific Literacy, Media Literacy, and ICT | 155 | ||
| 8.2 The ''Traditional'' Use of ICT in the Chemistry Classroom | 158 | ||
| 8.3 Developing the School Science Laboratory by the Use of ICT | 160 | ||
| 8.4 Current Challenges in the Use of ICT in Chemistry Education | 161 | ||
| 8.5 Implications for Chemistry Teacher Education and Professional Development | 162 | ||
| 8.6 Use of ICT for Professional Development of Chemistry Teachers | 165 | ||
| 8.7 Implications | 166 | ||
| 8.8 Summary | 167 | ||
| References | 167 | ||
| Chapter 9 How to Educate Chemistry Teachers to Become Leaders | 171 | ||
| 9.1 Development of Leading Chemistry Teachers | 171 | ||
| 9.2 Models for the Development of Leadership among Chemistry Teachers: From Theory to Practice | 173 | ||
| 9.2.1 Content and Structure of the Chemistry Leadership Program | 174 | ||
| 9.3 Assessment of Teachers' Changes Resulting from the Leadership Program | 175 | ||
| 9.4 The Content, Structure, and Activities of the Chemistry Teachers' Leadership Development Program Conducted at the Weizmann Institute of Science in Israel | 178 | ||
| 9.5 Summary | 179 | ||
| References | 180 | ||
| Chapter 10 The Professional Development of Chemistry Teachers – A Summary | 182 | ||
| 10.1 A Summary and Outlook | 182 | ||
| 10.2 Final Remarks | 189 | ||
| References | 189 | ||
| Subject Index | 192 |