ERIC Number: EJ1148875
Record Type: Journal
Publication Date: 2017-Jun
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1449-6313
EISSN: N/A
Outcomes of a Chemistry Content Professional Learning Session: Teachers' Perspectives
Rowen, Catherine; Woods-McConney, Amanda; Hughes, Leonie; Laird, Damian
Teaching Science, v63 n2 p42-47 Jun 2017
The national curriculum for chemistry includes topics that have not previously been taught at secondary level. In response to requests for teacher professional learning (PL) covering these topics, a course called "Divide and Analyse" was developed. Investigations into the PL needs of chemistry teachers were carried out in conjunction with the pilot session. Pre- and post-PL survey responses and focus group discussions provided a wealth of information about the needs of chemistry teachers and how university chemists can support them. Three themes of support for chemistry teaching were identified: resources for chemistry teaching, content PL for chemistry teachers and enrichment excursions/incursions for school students. Teachers explained that this type of support may contribute to making the study of chemistry more interesting and relevant for their students. A partnership between chemistry teachers and university chemists can facilitate the provision of the identified support for chemistry teaching. It was concluded that a community of practice partnership had developed from the Divide and Analyse PL. A model that brings together the major findings of the study is proposed.
Descriptors: Professional Education, Teacher Attitudes, Chemistry, Science Instruction, Science Teachers, Focus Groups, Communities of Practice, Partnerships in Education, Foreign Countries, College Science, Scientists, Secondary School Teachers, Secondary School Mathematics, Surveys
Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A