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How to Keep Myself Being a Professional Chemistry Teacher

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Teaching Chemistry – A Studybook

Abstract

Effective professional development needs to provide an opportunity for teacher reflection and learning about how new practices can be evolved or shaped from existing classroom practice. This is not a simple task in that it requires teachers to re-examine what they do and how they might do it differently. In addition, the attainment of complex learning goals in science by students demands significant change in teachers ' roles. Based on research findings, teachers who attend continuous development professional development (CPD) workshops, are more satisfied with their teaching, and have a closer contact with academic and education institutions on a professional basis. In addition, they get a sustained and continuous support, they feel a sense of ownership regarding their involvement in the education system, and become more concerned about improving their practice and learn how to share their ideas and experiences with their colleagues. This chapter discusses various strategies of professional development.

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Authors
  1. Rachel Mamlok-Naaman
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  2. Franz Rauch
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  3. Silvija Markic
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  4. Carmen Fernandez
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Editor information

Editors and Affiliations

  1. University of Bremen, Germany

    Ingo Eilks

  2. Weizmann Institute of Science, Israel

    Avi Hofstein

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Mamlok-Naaman, R., Rauch, F., Markic, S., Fernandez, C. (2013). How to Keep Myself Being a Professional Chemistry Teacher. In: Eilks, I., Hofstein, A. (eds) Teaching Chemistry – A Studybook. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-140-5_10

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