Fostering teacher development to a tetrahedral orientation in the teaching of chemistry

This article reports on the initial outcomes from the end of the fourth year of a 5 year research and professional development project to improve chemistry teaching among three cohorts of chemistry teachers in Manitoba, Canada. The project responds to a new Year 11 and Year 12 curriculum introduction advocating a tetrahedral orientation to the teaching of chemistry. The project in its entirety is based upon several theoretical models in fostering chemistry teacher development (in particular Bronfenbrenner's bio-ecological model). These models are described, as is the progress made by teachers based upon the use of a Chemistry Teacher Inventory and associated teacher responses. Overall, statistical analysis of perceptions of their own teaching and comments made by teachers suggests they are showing limited development towards a tetrahedral orientation, albeit in a manner consistent with the curriculum. Ongoing research-based activities in this project are also described. [Author abstract, ed]