Professional Development of Chemistry Teachers

Professional Development of Chemistry Teachers: Theory and Practice

  • Rachel Mamlok-Naaman, Weizmann Institute of Science, Israel
  • Ingo Eilks, University of Bremen, Germany
  • George Bodner, Purdue University, USA
  • Avi Hofstein, Weizmann Institute of Science, Israel

'Professional Development of Chemistry Teachers' is a volume in the Advances in Chemistry Education book series published by the Royal Society of Chemistry

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"Professional development should be a continuing aspect of teachers' careers. It starts when teachers first enrol in pre-service programs and continues until they retire. There are many different models for initial preparation and continuing professional development for chemistry teachers in different countries around the world."

Outline content:

  • Chapter 1: Introduction – Issues Related to the Professional Development of Chemistry Teachers [this chapter can be downloaded for free at https://pubs.rsc.org/en/content/ebook/978-1-78262-706-7]
    • 1.1  The Fields of Chemistry-Teaching Practices
    • 1.2  Approaches to Pre-service Education of Chemistry Teachers
    • 1.3  Consequences for Continuous Professional Development
    • 1.4  About This Book
  • Chapter 2: Understanding the Cognitive and Affective Aspects of Chemistry Teachers' Learning and Professional Development
    • 2.1  Teachers' Professional Knowledge Base
    • 2.2  Understanding the Development of Teachers' Knowledge Base
    • 2.3  Teachers' Need for Lifelong and Intense Professional Learning
    • 2.4  Chemistry Teachers' Professional Development in the Framework of Curriculum Innovation to Incorporate the History of Chemistry
      into Teaching
    • 2.5 Summary
  • Chapter 3: Top-down Approaches for Chemistry Teachers' In-service Professional Development – From Basic to Advanced
    • 3.1  Information Resources for Chemistry Teachers
    • 3.2  Face-to-face Approaches for Chemistry Teachers' Professional Development
    • 3.3  Challenges and Resources for Chemistry Teachers' Professional Development – A View from the USA
    • 3.4  Top-down, Long-term Approaches for Chemistry Teachers' Professional Development – Three Cases from Israel
    • 3.5  Summary
  • Chapter 4: Cases of Bottom-up Professional Development for Chemistry Teachers
    • 4.1  Teachers' Involvement in Curriculum Development
      and Implementation
    • 4.2  Chemistry Teachers as Curriculum Developers
    • 4.3  Classroom Innovation by Teachers While Cooperating in In-service Workshops on Their Classroom Activities Within the PROFILES Project
    • 4.4  Teachers' Professional Learning Communities (PLCs)
    • 4.5  Summary
  • Chapter 5: Action Research as a Philosophy for Chemistry Teachers' Professional Development and Emancipation
    • 5.1  Every Teacher a Researcher
    • 5.2  Action Research in Chemistry Education for Teachers' Professional Development
    • 5.3  Different Models of Action Research for Chemistry Teachers' Professional Development
    • 5.4  Exemplifying Different Forms of Action Research in Chemistry Education
    • 5.5  Summary
  • Chapter 6: Teacher Professional Development for Society, Sustainability, and Relevant Chemistry Education
    • 6.1  The Roots of Society-oriented Secondary Chemistry Education
    • 6.2  Learning about Sustainable Development and Green Chemistry
    • 6.3  Traditional vs Alternative Fuels: An Example of Issues of Sustainable Development in the SSI Chemistry Classroom
    • 6.4  Teacher Professional Development for Teaching Sustainability in Chemistry Education
    • 6.5  Conclusions
    • 6.6  Summary
  • Chapter 7: Professional Development of Chemistry Teachers to Teach Effectively in the Chemistry Laboratory
    • 7.1  The Chemistry Teacher's Behavior in the Chemistry Laboratory
    • 7.2  Research-based Ideas Related to Learning in the Science Laboratory
    • 7.3  New Era – New Goals: Learning in and from the Science Laboratory in the 21st Century
    • 7.4  Teaching in an Inquiry-type Laboratory
    • 7.5  Professional Development of Teachers to Teach in the Inquiry Chemistry Laboratory: An Evidence-based Approach
    • 7.6 Summary
  • Chapter 8: Continuous Professional Development of Chemistry Teachers to Incorporate Information and Communication Technology
    • 8.1  Scientific Literacy, Media Literacy, and ICT
    • 8.2  The "Traditional" Use of ICT in the Chemistry Classroom
    • 8.3  Developing the School Science Laboratory by the Use of ICT
    • 8.4  Current Challenges in the Use of ICT in Chemistry Education
    • 8.5  Implications for Chemistry Teacher Education and Professional Development
    • 8.6  Use of ICT for Professional Development of Chemistry Teachers
    • 8.7  Implications
    • 8.8  Summary
  • Chapter 9: How to Educate Chemistry Teachers to Become Leaders
    • 9.1  Development of Leading Chemistry Teachers
    • 9.2  Models for the Development of Leadership among Chemistry Teachers: From Theory to Practice
    • 9.3  Assessment of Teachers' Changes Resulting from the Leadership Program
    • 9.4  The Content, Structure, and Activities of the Chemistry Teachers' Leadership Development Program Conducted at the Weizmann Institute of Science in Israel
    • 9.5 Summary
  • Chapter 10: The Professional Development of Chemistry Teachers – A Summary
    • 10.1  A Summary and Outlook
    • 10.2  Final Remarks
  • Subject Index
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