Abstract
With the continuous development of technology and people’s dependence on the Internet, more and more teachers’ professional development is carried out on the Internet. Since no one has studied the professional development of online middle school teachers, we did this study based on this research gap. This article is a research on the professional development of chemistry teachers based on the Internet. It uses content analysis methods to identify research questions and select keywords related to the topic, such as online teacher professional development, chemistry teacher professional development, secondary school teacher professional development and so on and codes the data. From this, we found that the strategies for the professional development of online teachers in middle school chemistry subjects includes chemical content, practice, guidance, exploratory experiment, online communication community, self-reflection, sustainability, continuity and action these eight parts. And online chemical TPD for student outcomes in middle school contains: gain knowledge, skills and confidence, determined their goals and plans, participate in scientific inquiry teaching and improve student performance, promote the transformation of students’ scientific knowledge concepts, and have a positive influence on students’ attitudes towards science.
Highlights
Misra (2018) thought that teacher education and teacher professional development are essential to education improvement, which is conducive to improving teachers’ skills, knowledge or beliefs so that they can better teach students and be teachers
We found the article teachers’ perceptions of an online professional development experience: implications for a design and implementation framework, which contains the definition of online teacher professional development
The online professional development strategy of chemistry teachers is the integration of the chemistry teacher professional development strategy and the content of the online teacher professional development strategy
Summary
Misra (2018) thought that teacher education and teacher professional development are essential to education improvement, which is conducive to improving teachers’ skills, knowledge or beliefs so that they can better teach students and be teachers. It is not easy to promote teacher professional development. It has many problems and challenges, such as not being tailor-made for teachers and being unable to adapt to the busy schedule of teachers (Trust & Pektas, 2018). Means et al (2009) shows that teacher online learning is better than face-to-face learning: online professional development programs provided teachers online communities of practice which offered opportunities for reflection, a place to speak their thoughts and immersive virtual simulations. Online PD compared with the general professional development which relies on local resources, uses a wider range of resources (Wilson, 2013)
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