Outcomes of a chemistry content professional learning session: Teachers' perspectives

The national curriculum for chemistry includes topics that have not previously been taught at secondary level. In response to requests for teacher professional learning (PL) covering these topics, a course called 'Divide and Analyse' was developed. Investigations into the PL needs of chemistry teachers were carried out in conjunction with the pilot session. Pre- and post-PL survey responses and focus group discussions provided a wealth of information about the needs of chemistry teachers and how university chemists can support them. Three themes of support for chemistry teaching were identified: resources for chemistry teaching, content PL for chemistry teachers and enrichment excursions/incursions for school students. Teachers explained that this type of support may contribute to making the study of chemistry more interesting and relevant for their students. A partnership between chemistry teachers and university chemists can facilitate the provision of the identified support for chemistry teaching. It was concluded that a community of practice partnership had developed from the Divide and Analyse PL. A model that brings together the major findings of the study is proposed.