Professional Development of Chemistry Teachers: Theory and Practice

Download Professional Development of Chemistry Teachers: Theory and Practice written by Rachel Mamlok-Naaman, Ingo Eilks, George Bodner, Avi Hofstein, Keith S. Taber in PDF format. This book is under the category Chemistry and bearing the isbn/isbn13 number 1782627065/9781782627067. You may reffer the table below for additional details of the book.


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Rachel Mamlok-Naaman, Ingo Eilks, George Bodner, Avi Hofstein, Keith S. Taber


Royal Society of Chemistry




204 pages









Book Description

Because both the subject matter and the methods of education in chemistry are always evolving, it is essential for chemistry instructors to participate in ongoing professional development opportunities if they wish to effectively teach the subject. The goal of the Professional Development of Chemistry Teachers (PDF) program is to ensure that chemistry education is always up to date while also making it more relevant, more academically effective, and more linked to the needs that are in place today.

The authors guide the reader through both practice and theory as they provide several instances and models of professional development for chemistry teachers. These examples and models range from pre-service preparation all the way up to continuous professional development. The authors address how we might maintain the lifelong learning of chemistry teachers while discussing the aspects that determine successful professional growth, such as availability, workload, and time restrictions.

This ebook enables researchers and educators to better understand teachers’ roles in effective chemistry education and the importance of their continuing their professional development. It does this by providing a solid grounding in the relevant literature and drawing on a large number of examples from the authors’ extensive experiences.


Anyone who is interested in bettering their chemistry teaching and the possible methods that could be utilized will find the booklet helpful as a starting position. This would be a wonderful read for someone who has just recently entered the chemistry teaching profession, or is thinking about entering it, as it would be beneficial to professional development. — Chromatographia, written by Dr. Philip Riby;

PLEASE TAKE NOTE That the only thing that is included in the purchase is the PDF ebook version of “Professional Development of Chemistry Teachers: Theory and Practice.” There are no access codes contained within.

Table of contents

Table of contents :
Content: Machine generated contents note: ch. 1 Introduction —
Issues Related to the Professional Development of Chemistry Teachers —
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 —
References —
ch. 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 —
2.4.1.The Starting Point —
2.4.2.Cognitive Aspects of the Historical Approach —
2.4.3.The Module: Science —
An Ever-developing Entity —
2.4.4.Professional Development Note continued: 2.4.5.Assessment of the Outcomes Incorporating Both Qualitative and Quantitative Methods —
2.5.Summary —
References —
ch. 3 Top-down Approaches for Chemistry Teachers’ In-service Professional Development —
From Basic to Advanced —
3.1.Information Resources for Chemistry Teachers —
3.1.1.Traditional Media —
3.1.2.Online Resources —
3.2.Face-to-face Approaches for Chemistry Teachers’ Professional Development —
3.2.1.Teacher Conferences —
3.2.2.Continuing Professional Development (CPD) Workshops for Teachers —
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 —
3.4.1.Preparing Biology and Agriculture Teachers to Become Chemistry Teachers —
A Case from the Upper Galilee in Israel Note continued: 3.4.2.Updating Chemistry Teachers’ CK and PCK on Current Issues of Chemistry in a Long-term CPD Program —
3.4.3.Giving Chemistry Teachers New Ways to Move Toward Inquiry Teaching —
The TEMI Project —
3.5.Summary —
References —
ch. 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 —
4.2.1.Critical Reading of Scientific Articles Published in Newspapers or Other Media and Original Scientific Articles —
4.2.2.Writing an Essay Focusing on Scientists and Their Discoveries, Entitled “The Person behind the Scientific Endeavor” —
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 —
References Note continued: ch. 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 —
5.4.1.A Professional Development Course Facilitating Teachers’ Application of Action Research in Israeli Chemistry Education —
5.4.2.A 20-Year Curriculum Development Project for German Chemistry Education Based on Participatory Action Research —
5.4.3.Comparing the Two Cases —
5.5.Summary —
References —
ch. 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 Note continued: 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 —
References —
ch. 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 —
7.3.1.Scientific Argumentation and Epistemologies —
7.3.2.Argumentation in the Science Laboratory —
7.4.Teaching in an Inquiry-type Laboratory —
7.4.1.The Inquiry Chemistry Laboratory Program in Israel —
7.4.2.The Chemistry Teacher’s Practice in the Inquiry Chemistry Laboratory —
7.4.3.Organizing the Work in the Laboratory Classroom Note continued: 7.5.Professional Development of Teachers to Teach in the Inquiry Chemistry Laboratory: An Evidence-based Approach —
7.5.1.Development of the CPD Model —
7.6.Summary —
References —
ch. 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 —
References —
ch. 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 Note continued: 9.2.1.Content and Structure of the Chemistry Leadership Program —
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 —
References —
ch. 10 The Professional Development of Chemistry Teachers —
A Summary —
10.1.A Summary and Outlook —
10.2.Final Remarks —


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