International Conference
Initiatives in
Chemistry Teacher Training
29
th
November 2013
Limerick Institute of Technology, Ireland
CONFEREN,CE
PROCEEDINGS
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ACliVE LEADERSHIP IN. .
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EDUCATION, ENTERPRJSEInitiotives in Chemistry Teocher Troining Chemistry Is Ali Around Us Network 5 18300-LLP-2011- IT-COMENIUS-CNW
INDEX OF CONFERENCE PAPERS ANO POSTERS
Initiatives in Chemistry Teacher Training in Italy:Significant Testimonials ... 4 Maria Maddalena Carnasciali, Laura Ricco
Pre-servlce Primary School Teachers Ideas in Chemistry Preparlng and Retaining High Quality Chemistry Teachers in Greece ... ... ... 8 Kalerina Salta and Dionysios Koulougliolis
Chemistry Teachers' Training in the Fédération Wallonle-Bruxelies (Belgium) ... 12 Zlala Selak & Julien Keulgen
Chemistry Teachers' Tralning in Slovakla ... 15 Kalarina Javorová
In-service leacher training in Portugal: Objectives, organisation and Impact on teacher's career ... 19 O. Ferreira, A.I. Pereira, A Silva, E. Afonso and M.F. Barreiro
Teacher trainlng in Turkey and an analysis of the recent status ... ... 20 Mural Demirba~ , Muslafa Bayrakcl, Nazmiye Ba~er
Chemistry Teachers' Training: Bulgaria ... 26 Milena Kirova, Adriana Tafrova - Grigorova & Milena Koleva
Sclence Teachers Training in Spaln ... 31 Antonio Jesús Torres Gil
TEACHERS' TRAINING IN THE CZECH REPUBLlC 11... ... 35 Marcela Grecová. Zdenêk Hrdlicka, Veronika Popovâ
Chemistry Teachers' Trainlng in Poland ... 39 Magdalena Galaj
Initiatives in Chemistry TeacherTralning in Ireland ... ... 44 Marie Walsh
From SER to STL: translating sclence education research Into science teaching and learning ... 50 Peter E. Childs
Pre-servlce Primary Teachers Ideas in Chemistry ... 59 Maeve Lislon
Investigatlng and Addresslng Chemlstry Misconceptions in the Subject Matter Knowledge and Pedagogicai Content Knowledge of Pre-service Science Teachers ... 64 Muireann Sheehan & Peter E. Childs
Applying Technology to enhance Chemistry Education ... 70 Claire McDonnell
Using Moodle for sustainable professional development for teachers ... 73 Mark Glynn
The use of Visual Aids for concrete learners: Facilltating understanding in Organlc Chemistry ... 74 O' Dwyer, A. & Childs, P.E.
Initiotives in Chemistry Teocher Troining Chemistry Is Ali Around Us Network 51830CHLP· 2011·IT·COMENIUS-CNW
Teacher Professional Develapment as a Pracess af Baundary Crossing between Communities af Practlce ...•..•...•..•... 84 Geraldine Mooney Simmie & Manfred Lang
Teaching Methods Used by Teachers and Their Campetencies in Them ...•...•...•... 92
Nazmiye Ba~er, Mural Oemirba~
Education of Chemistry Teachers in Turkey ...•....•..•..•..••....•..•... 95
Metin Elkalml~, Mural Demirba~, Muslafa Bayrakcl , Mehmel Polal Kalak
TEMI: Teaching Enquiry with Mysteries incorporated ...••...••...•..••.•... 98
Broggy, J., Childs, P.E., McCormack, O., McManus, B., O' DlNYer, A.
Innovative [eamlng and support forteachers In chemistry ... 100 Hana Bartkovâ, Anna Mittnerovâ
Leaming Styles and Teaching in the Classroom ... 101 Josephine Treacy
National Centre for Excellence In Mathematics & Science Teaching and Leaming: Teacher suppart services ..•..••....•..••.•.•..•.•...••.•..•...•.•..•••.•..•...•...•.••...•.•... 1 02 Michelle Slarr
Chemistry for Non-Specialists - An In-Service Training Cour'Se ... 103 Maria Sheehan & Claire McOonnell
Professional Develapment Service forTeachers - an averview af in-service supports ... 104 Angela Gammell
Initiatives in Chemistry Teacher Training Chemistry Is Ali Araund Us Netwark 5183DO-lLP-2011-IT-COMENIUS-CNW
IN~SERVICE TEACHER TRAINING IN PORTUGAL: OBJECTIVES, ORGANIZATION ANO IMPACT ON TEACHER'S CAREER
O. Ferreira!, A.L Perelra2, A_ SilvaJ
, E. Afons04 and M.F. Barrei ro'
'Polytechnic Institute of Bragança and Laboratory of Separation and Reaction Engineerlng 2Polytechnic Instltute of Bragança and Algoritmi-Unlversity of Minho
JAgrupamento de Escolas Abade de Baçal
• CFAE Bragança Norte - Agrupamento de Escolas Abade de Baçal Bragança/Portugal
ofcrreira@lpb.pt, apereira@ipb_pt, adiIJatsilva@qmail_com. cfaebn@sapo_pt. barreiro@lpb.pt
Abstract
This paper presents a shorl ovetview of teachers training as considered by lhe Portuguese legislation: (i)
initlal teacher education (lTE), (ii) specialized training and (ih) in-service teacher training. A particular emphasis wil/ be given to in-servica leacher lraining. Nowadays, ITE corresponds lo fevel 7 of lhe European Quaur/Cations Framewoffl (masler degree). 11 is
a
career-/ong professional development, where research~based and in contexl practice
are
important (eatures. SpeciaJized training is intended lo provide qualificalion in complementary educational funclions, such as special educalion, school administration and inspeclion activilies, socio-culluraJ animalion and basic educalion for adults. In~sefVice training or continuous training allows teacher.s lo complement, deepen and update lheir knowledge and professionaf competences. Its aecreditalion, in whel concems invo/ved inslilutions, Iraining aetions and eva/ualion process is centralized in lhe ·Conselho Cienllfico-Pedagógico da Fonnação Contfnua~ (Seien/me and Pedagogica/ Couneil of in-service lraining) and has 8 direcl impaet in teacher's eareers, being ane cf lhe facfars considered lo access mobilily and prograssion.1.lntroduction
According lo lhe Portuguese legislation (1J, teachers' lrainlng is organized in Ihree different categories: (i) Inillal training, (ii) Specialized lraining, and (iii) In-service !raining.
Presenliy, and foilowing lhe Bologna process, ITE programmes in Portugal have been restruclured and a Masler degree is required lo ingress leacher profession. For subject teachers, where chemistry teachers are included, ITE fo/lows a eonseculive model; being professional qualifrcalions aequired in a 2nd cycle, afler a 1st one subject oriented. This second cyc1e is provided only by universilies. Exemplifying, chemistry leachers musl atlend a subjee! oriented first cyc!e (3 years, 180 ECTS) foliowed by a second cyele (masler) mainly focussed on professional qualificalions. The seeond cyele enlilied · Educalion in Physical-chemislry Sciences· (2 years, 120 ECTS) aims lo qualify leaehers, both in physics and chemistry seienees, to leach basic (31h cyc1e) and secondary education leveis (2]. To access this second cycle applicants need to have 120 ECTS in lhe two subjed areas (physics and chemislry) including no less Ihan 50 ECTS in each of them. Examples of lhe firsl cycle could be Chemistry, Phys i cal~Chemjslry Sdences and Bioehemislry, among others. This second cycle wili provide Iraining in physies and chemislry didaeties, as weli as, in eduealional psychology. More delails conceming !TE in Portugal can be consulled in a previous work (3].
Speeialized training aims lo provide qualifiealion in complemenlary edueation funetions. According lo [4J, they can be summarized as foJlows: (i) Special Educalion (provided by adequate Higher Education Institutions); (i i) Adminislralion and inspeclion aelivilies in sehools, socio-cullural animalion, basic education for adults, among olhers, having in mind lhe deve!opment of lhe education system (provided by Higher Education Inslilulions). In-service Iraining, ar conlinuous training, allows leaehers lo complement, deepen and updale Iheir knowledge and professional competences. This topic will be subjected lo a deeper analysis in lhe nexl seelions focusing on lhe following polnls: (i) General objedives and organization; (ii) Melhodologies and evaluation (iii) Impact on professional career and (iv) The ~ Chemislry is ali around network projecr leacher's view. The contenls of Ihis seelion are based on lhe foHowing legislalionfregulalions:
Initiatives in Chemistry Teacher Training Chemistry Is Ali Around Us Network S1830G-LLP-lOll-IT-COMEN1US-CNW
Order 14420/2010 of September 15 [11];
Regulalory Law 2/2010 of June 23 [12];
Teaching Profession Career Cede for infanl, primary and secondary educalion, Decree-law 41/2012 of February 21 [1].
2. In-service trainlng
2.1.1 General objectives and organization
In general lerms, in-service training intends lo provide updating, improvemenl, conversion and support lo leaching professionals along Iheir careers. Its planning musl promole lhe developmenl of professional skills. The formalion plans can be drawn by schools considering Iheir own Iraining needs diagnosis or mighl simply resul! trom an individual il1iliative of lhe leacher.
In-service training aclions are conducled by Iraining bodies accrediled by lhe Conselho Cientifico-Pedagógico da Formação Contfnua (Scientific and Pedagogical Council cf in-service training) (CCPFC), headquartered ai lhe University of Minho (Braga, Portugal). Examples of Ihese Iraining bodies are:
Training cenlers associaled wilh school assacialions (CFAE); Higher educalion institutians;
Training centers af professional ar scientific non-prafit associations; Occasianally, the central services af the Ministry of Science and Educatian ; Olher nan-prafit privale or public entilies and cooperatives accrediled for this purpase.
Given the current economic situation Ihere is ai presenl no gavernmenlal funding to support in-service Iraining. A1lhough several HEls are able lo ofter a wide range of paid forrnation packages, the search far these aclions is decreasing, partly justified by the CFAEs work trying lo address lhe mosl urgent needs of their associaled schools. In Ihis conlexl, free Iraining is being offered Ihanks lo:
Endogenous school resources. Some accrediled leachers make themselves avaiJable lo provide Iraining lo Iheir colleagues;
The existence of protocols and partnerships wilh olher entities wilhin the framewark of Iraining programs.
2.2.2 Methodologies and evaluation
Mosl of lhe training actions carrespand lo face-lo-face dasses; hawever there is a progressive change of paradigm due the progressive consolidation af ICT use. As 50, lhe online formal Ihrough e-Ieaming and b-learning modalilies is becoming a current praclice, nol only because of its effecliveness bul also as a way to address financiai, space and time conslrainls_
The evaluation of lhe aclions is compulsory and musl be accrediled by lhe CCPFC. The final ciassificalion musl be expressed qualitalively (insufficient lo excellenl) corresponding lo a final ranking on a scale comprised between 1 and 10 values. The evaluation accounls wilh lhe leacher performance but also with assiduily. Specifically, certificalion should nol be given if lhe participalion is belaw two-Ihirds of the training lenglh.
2.2.3 Impact on professional career
Among olher factors, lo aceess progression, teachers musl allend, with success, in-service Iraining or specialized Iraining aclions during lhe cycle under evaluation. SpecificalJy, Ihey need to have accrediled 25
hours in lhe fifth slep of lhe teaching career (= 1 credit) and 50 haurs in lhe olhers (= 2 credils).
Initiarivesln Chemistry Teacher Training Chemistry Is Ali Araund Us Network Sl B300-LLP-2011-IT-COMENIUS-CNW
AcUons are in accordance wilh lhe leaeher's scienlifie area if Ihey fali direclly inlo lhe laughl curricular conlenls, especially if Ihey have direel applicalion in lhe elassroom ; or aclions aimed ai updatinglimprove leaehing learning praetiees whelher for updaling and improving speeifie didaclics, lhe use of new materiais or educational equlpment In Ihis context, the aclions, having as purpose lo develop experimental educalion, are also considered.
2.2.4 The "Chemistry Is ali around network project" teacher's view
In lhe context of lhe · Chemislry is ali around network project", and concerning lhe lopic ·in-seNice trainingM
lhe involved teachers expressed Iheir opinion as follows:
In-service Iraining is essentia! lo promote leacher's aclualization. Conceming lhe specific region of Bragança they poinled oul a lack of ofter in whal concerns experimental chemistry training. In that context, lhe IPB project leam promoted lhe organizalion of a Iraining aelion in cooperation wlth the CFAE-Bragança .
Mosl of lhe involved leachers have atlended ICT relaled courses bul nol specific for ehemislry leaching. A speclal emphasis was pu! on lhe use of ICT resources and lhe way they can be connecled lo experimental aelivilies in lhe labora!ory.
11
was found inleresting lo develop orientated guides lo support lhe use of Icr resources, eilher as an introduelion lo lhe experimenlal aclivily ar as a 1001 lo consolidate knowledge. More, il was found important to ofter training focusing Ihis dualily leT-experimental aelivity. Severaltopies for in-serviee lraining actions were focused. Among them , lechnologieal subjects sueh as "Environmental ehemistry", "Food chemislry ~, "Polymer lechnology" and "Cosmelic chemislry" were referred. "Analytical chemislry", particularly, lhe use of analylical equipment, 'lias also menlioned. Moreover "Chemical sensors", ~ Nuelear chemistry" and "Green and suslainable chemislry" were poinled oul as pertinent topics in view af lhe currenl ~ chem i slry in contextO programs.3. Final consideratlons
Regardiess lhe number af credils required for career progression, in-service Iraining is crucial for leaching in lhe currenl educalion conlexl ensuring leacher's knowledge updale and skills development This must be
perceived by ali !eachers who mus! face training as an inlrinsic and essentlal need lo encompass lhe rapid world's modificalion wilh impact on teaching activily. Gone are lhe days where ITE formation was enough lo support a career. Today, qualily slandards elaim for updated professionals strongly eommitled wilh independent learning in a ~ Iifelong learning" concepl. This is an effieien! way lo respond to lhe requests of lhe aclual educalional system .
Referenccs
[1] Decrelo-lei 41/2012 de 21 de Fevereiro (available ai Diário da República Elelrónico-htlp:lldre.pU).
[2] Decrelo-lei 43/2007 de 22 de Fevereiro (available ai Diário da República Elelrónieo-hllp:lldre.plf). [3] Ferreira, 0 _, Silva, A., Barreiro, M.F_, "An overview of leacher Iraining in PortugalW
, in Proceedings of
Inlernalional Conference on Training Issues of Chemistry Teacher, Gabrovo (Bulgária), 63-69 (2012).
[4] lei 49/2005 de 30 de Agosto (available aI Diário da República Elelrônico - hlip:lldre. pU). [5] Decrelo-lei 249/92 de 9 de Novembro (available ai Diário da República Eletrónico-hllp:lldre.pU)' [6] Decreto-lei 60/93 de 20 de Agosto (available ai Diário da República Eletr6nlco-hllp:/ldre.pU). [7] Decreto-lei 274/94 de 28 de Outubro (available ai Diário da República Elelrónico-hUp:lldre.ptf). (8] Decreto-Lei 207/ 96 de 2 de Novembro (availabie aI Diário da República Elelr6nico-hllp:lfdre.pU). (9] Decreto-Lei 155/99 de 10 de Maio (available ai Diário da República Eletrênico-hllp:lldre pU),
(10) Decrelo-lei 15/2007 de 17 de Janeiro (available ai Diário da República Elelrónico-hltp:lldre.pVl.
