Sale!

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.

$19.99

Specifications

book-author

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

publisher

Royal Society of Chemistry

file-type

PDF

pages

204 pages

language

English

asin

B07D1R62H3

isbn10

1782627065

isbn13

9781782627067


Book Description

Continuous professional development of chemistry teachers is important for any effective chemistry teaching due to the developing nature of the subject matter and its instructional techniques. Professional Development of Chemistry Teachers; (PDF) intends to keep chemistry teaching up-to-date and to make it more meaningful; more academically effective; and better aligned to current requirements.

Presenting examples and models of professional development for chemistry teachers; from pre-service preparation through to unceasing professional development; the authors move the reader through practice and theory. The authors discuss factors that influence successful professional development; such as availability; workload; and time constraints; and consider how we keep the life-long learning of chemistry teachers.

With a concrete grounding in the literature and extracting on many examples from the authors’ rich experiences; this ebook enables researchers and educators to better understand teachers’ roles in effective chemistry education and the importance of their professional development.

Review

The ebook would be useful as a starting position for anyone trying to improve their chemistry teaching and the potential techniques that could be adopted. For anybody 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. Philip Riby; Chromatographia;

NOTE: The product only includes the ebook; Professional Development of Chemistry Teachers: Theory and Practice in PDF. No access codes are included.

 

book-author

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

publisher

Royal Society of Chemistry

file-type

PDF

pages

204 pages

language

English

asin

B07D1R62H3

isbn10

1782627065

isbn13

9781782627067

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 —
References.

Reviews

There are no reviews yet.

Be the first to review “Professional Development of Chemistry Teachers: Theory and Practice”

Your email address will not be published. Required fields are marked *

Recent Posts

5 tips for a good business blog

Are you also looking for a good structure for your business blogs? That you finally have a serious and good structure for all your texts that are online? On your website but also on social media. In this review you will find 5 tips from Susanna Florie from her book: How do you…

Study tips from a budding engineer

“Why engineering?” is a question I get often. The answer for me is simple: I like to solve problems. Engineering is a popular field for many reasons. Perhaps this is because almost everything around us is created by engineers in one way or another, and there are always new, emerging and exciting technologies impacting…

How do I study mathematics and pass my exam?

Not sure how best to study math ? Are you perhaps someone who starts studying the day before the exam? Then you know yourself that your situation is not the most ideal. Unfortunately, there is no magic bullet to make you a maths crack or pass your exam in no time . It is important to know that mathematics always builds on…