Conditions That Promote Teacher Learning for Effective Chemistry Teaching

Abstract

This article describes a professional development program that inspired some high school teachers to drastically reshape their teaching of chemistry toward a more learner-centered practice. Through interviews, they identified a freedom to explore and a sense of being trusted and respected as key aspects that supported this new approach. Rather than advocating a single outcome, the expectation is that teachers will refine their practice in ways that are important for their own contexts.

Key words:

• chemistry
• professional development
• science education