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

• DOI: 10.1021/acs.jchemed.1c00181
• Publication Date: 2021-07-23T17:12:21Z
• Authors: Meng-Yang M. Wu; KatieMarie Magnone; Roy Tasker; Ellen J. Yezierski
• Keywords: Faculty Development; Interactivity; Cognitive Apprenticeship

COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways teaching and learning. We suspect that the pandemic magnified challenges some high school teachers already experience, particularly when they are sole chemistry teacher at their school. The likely inhibited collegial interactions access to professional development (PD). Our reflections from redesigning face-to-face PD program one is remotely delivered provide recommendations advance accessibility interactivity mitigate isolation other longstanding may face. In this article, we discuss how cognitive learning model informed emergent practices guided transformation PD's implementation for 20 teachers. on strengths, areas improvement, insights alongside participant feedback enduring guidelines fellow educators. Specifically, forward importance conceptualizing theory-informed design principles first, then modifying delivery with appropriate tools technologies. As facilitators, also draw attention necessity flexibility. Remaining open adaptation during crucial engagement. hope our process why was redesigned will inspire future explore new, postpandemic maximizing high-quality experiences.