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
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
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Chemistry Teachers’ Training: Bulgarian Reality
1Milena Kirova, 1Adriana Tafrova – Grigorova, 2Milena Koleva
1Research Laboratory on Chemistry Education and History and Philosophy of Chemistry (Bulgaria),
2Technical University of Gabrovo (Bulgaria)
[email protected], [email protected], [email protected]
Abstract
The state of the art of chemistry teachers’ training in Bulgaria is discussed in this paper. A brief overview of the professional development of science teachers is proposed. The organization of the initial science teacher training at universities is described as well as the continuous qualification of teachers. Some problems and priorities of the teacher training policy are outlined and commented. The activities and their impact in the frame of the Chemistry is all around Network project are reported. The surveys on interests and professional development of Bulgarian teachers and project outcomes indicate that there is need for additional training for implementation of student-centered methodology in chemistry teaching. Some recommendations on national policy for teacher initial and continuous training are proposed.
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Comments about this Paper
Date: 2014.03.30
Posted by Mariusz Jarocki (Poland)
Message: The paper presents chemistry teachers' training in Bulgaria. The authors describe the professional development and the organization of the initial science teacher training at universities. The impact of the Chemistry is all around Network project is also discussed. Firstly, Bulgarian reality is introduced. It is not enough specific to prevent comparisons and finding equivalents. However, some of problems have a special meaning in Bulgaria - the authors mention the lack of present day analysis on the specific types of in-service courses needed by teachers. The usual practice is to offer a list of courses which, as is often the case, are selected by the school principal. The next sections present initial teacher training and in-service teacher training in Bulgaria. The most interesting part of the paper is the teachers’ view point on training of chemistry teachers. They outline such aspects as philosophical and pedagogical views of the constructive learning classroom environment, possibilities to enhance scientific literacy of students through learning chemistry and at last, application of ICTs in school science education. The subsection 3.2 contains an analysis of the impact of the Chemistry is all around network Project on teacher training. It raises problems concerning qualification and expanding the competence of teachers, such as developing a modern conception and updating the normative basis regulating the activities for teachers’ qualification by considering and using teachers’ opinion, binding these activities with proper financial incentives, which will motivate teachers to improve their pedagogical skills and at last, developing effective qualification courses for distance or online training which will enhance and motivate teachers to expand their competence. The main, very important conclusions ending the paper are that the introduction of new technologies and interactive methods into school education is prerequisite to high quality learner-centered teaching in chemistry. Chemistry teachers play a key role in this process and in development of skills that will help their students in acquisition of knowledge. The paper discusses the problems in a very professional manner so it is very helpful for other researchers and teachers.
National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.
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