New competencies for new times: Teacher professional development beyond 2000

Beasley, Warren (1999). New competencies for new times: Teacher professional development beyond 2000. In: Pure and applied chemistry: Proceedings of the 15th International Conference on Chemical Education. 15th International Conference on Chemical Education, Cairo, Egypt, (835-844). 9th - 14th August, 1998. doi:10.1351/pac199971050835

Author Beasley, Warren
Title of paper New competencies for new times: Teacher professional development beyond 2000
Conference name 15th International Conference on Chemical Education
Conference location Cairo, Egypt
Conference dates 9th - 14th August, 1998
Proceedings title Pure and applied chemistry: Proceedings of the 15th International Conference on Chemical Education
Journal name Pure and Applied Chemistry
Place of Publication Triangle Park, NC
Publisher IUPAC Secretariat
Publication Year 1999
Sub-type Fully published paper
DOI 10.1351/pac199971050835
Open Access Status
ISSN 0033-4545: 0170-0889
Volume 71
Issue 5
Start page 835
End page 844
Total pages 10
Language eng
Abstract/Summary Chemistry education for the past 100 years has been characterised by teacher and laboratory centred learning settings which have provided contexts which are valued by chemists to the extent that the `folk law' about effective learning outcomes emphasises conceptual knowledge and laboratory investigation. The advent of `Science for All' movement coupled with rapid technological advances in computer assisted learning is providing a catalyst for alternative modes of learning, for the reduction of the learning of conceptual knowledge and a de®nite reduction in the role of the laboratory in the training of chemistry. These trends are well established and will require chemistry teachers with different skills, with different learning theories and a different philosophy about what is important in chemistry education into the next millennium. Fundamental change in teachers practice will be necessary. However history has taught us that changing the syllabus or textbook will not of itself lead to different outcomes for students or teachers alike. Mandating the direction of future chemical education is quite insuf®cient to cause changes in chemistry classrooms. We have failed in the past to understand or at least take into account the values, beliefs and personal practical knowledge which already characterises the current classroom practices of teachers. This paper explores these issues and suggests alternative professional development initiatives which will need to be addressed if chemistry is to retain a viable area of interest for our youth. There comes a time in the cycles of societies where radical breakthroughs or destruction are likely to occur. Change forces reach a breaking point. As we head towards the 21st century we are in such a period. Teachers' capacities to deal with change and learn from it and help students will be critical for future development of societies. They are not now in a position to play this vital role. We need a new mindset to go deeper (Fullan [1]). INTRODUCTION The theme of the 15 ICCE, `Chemistry and Global Environmental Change' is an appropriate analogy for the challenges facing teachers at all levels of the education system. The old `catch cry' Think Globally Act Locally when applied to classroom environments highlights the contradictions and challenges facing chemical educators. Globalisation of the social, economic, political and educational foundations of world communities presents challenges which have not been present before in our national educational systems. School systems are not in a position to ignore them as the very foundations of our society are now subject to the forces of globalisation. For example the `wired planet' is now reality and the in¯uence of the micro *Plenary lecture presented at the 15th International Conference on Chemical Education: Chemistry and Global Environmental Change, Cairo, Egypt, 9±14 August 1998, pp. 801±870.
Subjects E1
330303 Teacher Education - Secondary
749902 Continuing education
Q-Index Code E1

Document type: Conference Paper
Sub-type: Fully published paper
Collection: School of Education Publications
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Created: Sat, 07 Jun 2008, 02:58:32 EST