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Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign

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Title: Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign
Language: English
Authors: Wu, Meng-Yang M. (ORCID 0000-0003-4826-0365), Magnone, KatieMarie (ORCID 0000-0002-0015-9623), Tasker, Roy (ORCID 0000-0001-9378-3865), Yezierski, Ellen J. (ORCID 0000-0002-7067-7944)
Source: Journal of Chemical Education. Aug 2021 98(8):2518-2526.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 9
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Secondary Education
Descriptors: Distance Education, Chemistry, Science Teachers, Faculty Development, Curriculum Development, COVID-19, Pandemics, High School Teachers, Electronic Learning
DOI: 10.1021/acs.jchemed.1c00181
ISSN: 0021-9584
Abstract: COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD). Our reflections from redesigning a face-to-face PD program to one that is remotely delivered provide recommendations that advance PD accessibility and interactivity to mitigate isolation and other longstanding challenges teachers may face. In this article, we discuss how the cognitive learning model informed emergent teaching practices that guided the transformation of the PD's implementation for 20 high school chemistry teachers. Our reflections on the PD's strengths, areas for improvement, and insights alongside participant feedback provide enduring guidelines for fellow teacher educators. Specifically, we forward the importance of conceptualizing theory-informed design principles first, and then modifying the delivery with appropriate tools and technologies. As PD facilitators, we also draw attention to the necessity for flexibility. Remaining open to adaptation during implementation is crucial to advance teacher learning and engagement. We hope our process for how and why our PD program was redesigned will inspire future teacher educators to explore new, postpandemic ways of maximizing high-quality PD experiences.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1304951
Database: ERIC
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  Data: Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign
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  Data: <searchLink fieldCode="AR" term="%22Wu%2C+Meng-Yang+M%2E%22">Wu, Meng-Yang M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4826-0365">0000-0003-4826-0365</externalLink>)<br /><searchLink fieldCode="AR" term="%22Magnone%2C+KatieMarie%22">Magnone, KatieMarie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0015-9623">0000-0002-0015-9623</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tasker%2C+Roy%22">Tasker, Roy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9378-3865">0000-0001-9378-3865</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yezierski%2C+Ellen+J%2E%22">Yezierski, Ellen J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7067-7944">0000-0002-7067-7944</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. Aug 2021 98(8):2518-2526.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: 0021-9584
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  Data: COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD). Our reflections from redesigning a face-to-face PD program to one that is remotely delivered provide recommendations that advance PD accessibility and interactivity to mitigate isolation and other longstanding challenges teachers may face. In this article, we discuss how the cognitive learning model informed emergent teaching practices that guided the transformation of the PD's implementation for 20 high school chemistry teachers. Our reflections on the PD's strengths, areas for improvement, and insights alongside participant feedback provide enduring guidelines for fellow teacher educators. Specifically, we forward the importance of conceptualizing theory-informed design principles first, and then modifying the delivery with appropriate tools and technologies. As PD facilitators, we also draw attention to the necessity for flexibility. Remaining open to adaptation during implementation is crucial to advance teacher learning and engagement. We hope our process for how and why our PD program was redesigned will inspire future teacher educators to explore new, postpandemic ways of maximizing high-quality PD experiences.
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