Teacher training secondary education

Wiebke Btxrckmeier studied Chemistry and English for secondary education in Oldenburg from 2002 to 2007. In 2007, she finished her examination with a thesis on children s ideas about models of metals and ionic stractmes. Recently, Wiebke Brockmeier completed her teacher s training in Celle. 

I Teach Innovative Teacher is a multistage and multilevel project. One of the levels covers training academic teachers, secondary school teachers, as well as trainers working for institutions dealing with teacher training (intramural and extramural education) which aim to apply e-leaming in their everyday work. 

Astrid M.W. Bulte is a researcher in science education connected to the Centre for Science and Mathematics Education at Utrecht University, the Netherlands. In her current position she focuses on the development and evaluation of science modules for secondary education. As a teacher trainer, she contributes to the training of student teachers in chemistry and biology, teaching how to communicate science issues. In her former position, she was a teacher in physics and chemistry in secondary education. In her formal education as a Chemical Engineering Scientist (both Masters and PhD), she... 

Rosaria Justi is a Lecturer in Chemical Education in the Department of Chemistry at the Eederal University of Minas Gerais (UFMG) in Brazil. She has bachelor s degree in Chemistry, a master s in Education, and a doctorate in Science Education. She has taught chemistry in secondary schools in Brazil and her present work is in teacher training. Since her PhD she has published on historical models in chemical education and on teaching... 

After the Meiji Restoration the systematization of education was also promoted. After several changes by the 1890s, the principal form of the secondary educational system was finally settled ordinary secondary schools, secondary schools for girls, and normal schools (teachers training schools). The secondary school (for boys) system was established by an ordinance of the secondary schools in 1886 and substantially revised by another ordinance in 1899. The estabhshment of the so-called outline program of instruction (official curricula) for the secondary schools in 1902 was especially important.It contained detailed contents of instruction for each subject and each year. Thanks to this outline, education in secondary schools in Japan became highly systematized. ... 

Teachers for primary classes are usually trained in colleges of education, which may or may not be attached to the university. Teachers for senior secondary classes have followed a science course in a university. 

Meanwhile, fiiculties of science had been developing gradually in several French cities, particularly after the Minister of Education, Victor Duruy, had granted them the right to train future teachers (64)—a role hitherto limited to Normal schools. Until then, they had acted mainly as examination offices for secondary schools while their courses and conferences had attracted mainly amateurs and mondains (65),... 

The majority of the research reviewed in this chapter focuses on secondary (high) school chemistry teacher education. What is surprising is the lack of basic knowledge of chemistry at the secondary level since these teachers are usually trained as content specialists. There is a weaker research... 

Since early 2000, the institute has been convening a series of training workshops and seminars in Moscow and other regions this is an ongoing process. The courses are designed primarily for secondary and high school science teachers and are built around the new educational curricula developed at the... 

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