Best Practices in Chemistry Teacher Education

Best Practices in Chemistry Teacher Education

Volume 1335
ISBN13  : 9780841236011
eISBN    : 9780841235878
DOI        : 10.1021/bk-2019-133
Publication Date (Web) August 23, 2019
Copyright© 2019 American Chemical Society
1 Illinois State University, Normal, Illinois, United States
Sponsoring Divisions : ACS Division of Chemical Education
(See All Technical Divisions)

Title, Copyright, Foreword

i-vDOI: 10.1021/bk-2019-1335.fw001
Publication Date (Web):August 23, 2019

Category: Tag:



Chemistry teachers at all levels educate students who will be future chemists, chemical engineers, biologists, other STEM professionals, and informed citizens. The better they do their job and the more inclusive they are in their teaching, the better chance of students being interested and successful in chemistry. But chemistry teaching is a complex pursuit requiring understanding of the chemistry content, students, instructional strategies, assessment methods, and more. Just as they provide opportunities for their students to improve their understanding of chemistry, chemistry teachers need opportunities to improve and develop their knowledge and skills for teaching chemistry. With reform efforts in chemistry education occurring at all levels and with the demand for chemistry educators at the K-12 level, learning experiences which effectively impact their teaching practice are needed for chemistry teachers at all levels. After a discussion of the need for chemistry-specific teacher education, this chapter provides an overview of the rest of this book, its structure, and use for chemistry teacher educators, teacher educators generally, and those interested in reforming and improving chemistry education.