The Chemistry Teaching Fellowship Program (CTFP) is offered to graduate students and postdoctoral researchers at the University of Toronto as an opportunity to undertake curriculum development and chemistry education research. Projects are run with faculty supervision and focus on designing new laboratory activities, lectures, tutorials,…

The present article analyses the changes in practices, ideas, and attitudes proposed by a group of novice science teachers during a further education teacher training program. The research on which it is based is focused on monitoring the training program and its impact on the participating teachers. The training program has as its starting point…

In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and…

Worldwide, a tendency is visible in which upper secondary science curricula are innovated in the direction of context-based education. Crucial to these innovations is the way teachers interact with newly developed teaching materials and implement them in classroom practice. The focus of our research is to identify characteristics of the…

A novel professional development curriculum model has been implemented for a chemistry teacher education programme. The aim of this five-year programme is to educate future chemistry teachers as lifelong learners and researchers, capable of following developments in both chemistry and its teaching, implementing up-to-date research findings in…

This paper describes the potential of long-term co-operation between science educators and science teachers concerning the teachers' continuous professional development, based on Participatory Action Research in science education. The discussion is based on a six-year case study observing a group of about ten German chemistry teachers by chemistry…

We present a framework for analysing the interplay between context-based teaching material and teachers, and for evaluating the adequacy of the resulting implementation of context-based pedagogy in chemistry classroom practice. The development of the framework is described, including an account of its theoretical foundations. The framework needs…

Examines relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. Describes ways in which the formal articulations of this teacher's personal practice theories lent themselves to his development as teacher and…

Discusses the development and implementation of two case studies based on local chemical industries for the Israeli high school chemistry curriculum. Also includes two types of professional-development experiences. Contains 16 references. (DDR)

This report documents a study that examines the first 4 years of a beginning chemistry teacher's career. The report explores the difficulties that are faced by the new teacher as she attempted to transform her formal knowledge of chemistry and pedagogy into the practical application of a high school chemistry teacher. The report includes the…

Compares two high school chemistry teachers with two elementary science teachers from case studies from the Exemplary Practice in Science and Mathematics Education Project in Australia. Concludes that both pedagogical and content knowledge are important ingredients for outstanding teaching. (CW)

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and…