This project has been funded with support from the European Commission. This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
In French-speaking Belgium, teachers’ initial training is organised in two ways. In both, academic knowledge and professional practice are mixed in variable proportions.
The initial training of primary school (for pupils between 6 and 12 years old) and lower secondary school (12 to 15) teachers is organised in non-university colleges, called in Belgium Hautes Écoles (HE), in a three-year cycle and lead to a bachelor’s degree with a professional orientation.
The initial training of upper secondary school teachers (for 15 to 18 year old students) is organised in universities in a five-year cycle and leads to an academic master with a didactic orientation, or in a six-year specialised academic master with extra training.
This division is the source of several problems.
The paper presents results achieved by activities carried out under the Teacher Training thematic area of Chemistry is al around Network Project in Bulgaria. National policy in the field of Teacher Training, focusing on science teachers and particularly on Chemistry teachers’ training is briefly described. Main forms of Teacher Training - initial teachers’ training and in-service teachers’ training are presented with emphasize on the in-service teachers’ training. Based on results from examination of Bulgarian Chemistry teachers’ competences and beliefs and the assessment of the national situation related to Chemistry teachers training some unsolved problems related to courses contents, didactic methodologies and benefits for the teachers participating in the in-service training are defined.
This report is focuses on the theme of lifelong education of chemistry teachers in the Czech Republic. The motivation of students to learn chemistry is low, which is closely related to the approach to lifelong education of teachers. Individual problems and achievements in this matter and even the process of cooperation with the Chemistry is all around us-network project alone are discussed in this work.
This report describes the system of undergraduate preparation of teachers and deals with problems. It monitors the directions that contribute on increasing the competence of students during the preparation for job. It covers the possibilities and various projects focused on improving current situation.
In the first part of this report we attempt to make a comprehensive presentation of the existing structures and initiatives for pre-service and in-service science teacher training in Greece, with an emphasis on chemistry teachers. In regard with pre-service training we refer to the chemistry and primary education departments of Greek universities and the obligatory program EPPAIK at ASPETE. In regard with in-service training we refer to the obligatory “Initial Training” program and three optional programs (“Major Training”, “Project Training”, “ICT in Education”) all organized by the Institute of Educational Policy, as well as the training initiatives undertaken by the regional Science Laboratory Centers (EKFE).
There is considerable provision of Initial Teacher Education in Ireland via a variety of programmes in a number of institutions, which are in the main State-funded. These programmes are in demand as evidenced by the above average entry requirements. Initial and In-service Teacher Education is managed by the Government Department of Education and Skills Teacher Education Section. There is also a structured Professional Development Service for teachers to provide on-going options for in-service training and continuous professional development. However, in-service teachers are currently coping with cutbacks in salary, increased pupil-teacher ratios, on-going problems with lack of laboratory assistance and technical support, funding cutbacks, preparation for implementation of new syllabi and curricula at junior and senior cycle, as well as all the other day-to-day issues involved in teaching at a professional level.
The first part of the report is devoted to present the Italian organization as regard to science/chemistry teachers: certifications required and training courses, both pre-service and in-service training courses. An assessment about this organization is given taking in consideration objective aspects but also the opinion of teachers. For this aim “junior” and “senior” teachers were interviewed about their past and present training and about what they need to improve their skills. The second part of the report is dedicated to present the impact of the project on teachers’ training. In particular, the impact on teachers involved in the project is significant and it is described in detail through the activities they carried out, even not foreseen by the project but linked to it. Finally, emphasis is given to the role of associated partners, needed to disseminate the project at national level and to sensitize the government bodies to address more attention to the teaching of chemistry at school and to the training of teachers.
The following report is an integral part of the project documentation and presents the national situation in Poland with reference to chemistry teacher training and science teachers in general. It briefly introduces the initial and pre-service teacher training, listing the most prestigious and best recognized higher education institutions in Poland offering courses and programmes for prospective chemistry teachers both at Universities as well as Technical Universities. In the second part the report tackles the details of the in-service teacher training and it concentrates on the methods and didactic techniques applied to train and develop a practising teacher’s career. The last part of the report focuses on the overall evaluation of the Polish national situation mainly with the use of the Polish teachers’ comments and review of the Polish publications on the teacher training.
This report presents an overview of teacher´s training as considered by the Portuguese legislation: (i) initial teacher education (ITE), (ii) specialized training and (iii) in-service teacher training. Nowadays, ITE corresponds to level 7 of the European Qualifications Framework (master degree). It is a career-long professional development, where research-based and in context practice are important features. Specialized training is intended to provide qualification in complementary educational functions, such as special education, school administration and inspection activities, socio-cultural animation and basic education for adults. In-service training or continuous training allows teachers to complement, deepen and update their knowledge and professional competences.
National Situation Report contains basic information about the situation in preparation of students of universities who study the profession of a teacher of chemistry. This report contains also information about the preparation of current teachers of chemistry at basic schools and high schools. There are named main problems in preparation of future teachers resulting from the current situation in teaching of scientific subjects. In part of initial teacher training we provide an overview of universities which prepare future teachers and in the part in-service teacher training we provide an overview of national projects which have been implemented at Slovakia in last 5 years and whose aim was to prepare future teachers of chemistry and also current teachers of chemistry at basic schools and high schools for modern, open, flexible and good system of educating.
The attention to the needs in the training of teachers gave rise to the introduction of a new Master of initial teacher training of one-year duration in Spain, which is also offering a permanent training of teachers by high educational institutions. After a detailed description of the current situation for both, initial and permanent training, based on the contributions of some authors and he conclusions of several meetings with teachers and experts, held in Granada in the framework of the project "Chemistry is all around Network" during the 2012, concluded with the analysis of the strengths of the Master of initial teachers training and the current structure of the permanent formation in Spain. However, have been detected weak points in due to several factors mostly related to a hasty commissioning.
In this report, a general overview of training of science teachers and chemistry teachers in the Turkish context has been carried out. In addition, positive effects and features of Chemistry is All Around Network project activities on the training and teaching of chemistry teachers have been overviewed and clarified. The initial part of the report comprises the current situation of initial and in-service training of science teachers with special focus on chemistry teachers in Turkey. Various studies and researches on the training of science and especially chemistry teachers were reviewed, examined and evaluated. Moreover, an analysis of the effects of Chemistry Network Portal on the training of chemistry teachers has been carried out.