Chapter 12
In: Long-term Research and Development in Science Education
Search for other papers by Rachel Mamlok-Naaman in
Current site
Google Scholar
PubMed
Search for other papers by Avi Hofstein in
Current site
Google Scholar
PubMed
Purchase instant access (PDF download and unlimited online access):
Abstract
Teachers are key to any sustainable reform or innovation in educational practices in general, and in chemistry teaching and learning in particular. The National Science Education Standards present a vision of learning and teaching science in which all students have the opportunity to become scientifically literate. The standards provide criteria for judging the quality of the professional development opportunities that teachers of science will need to implement. Professional development for teachers should be analogous to professional development for other professionals. Each teacher will encounter a large number of students during their years of work in the educational system, and they will therefore have a major impact on Science and Technology education at all levels. To meet the challenges of reforms in science education, we need to help schools and other educational institutions that are involved in these reforms meet the challenges of the times. One way to attain these goals is to treat teachers as equal partners in decision-making. In other words, teachers have to play a greater role in providing key leadership at all levels of the educational system, by attending long-term continuous professional development workshops.