Initial impact of certificate program for non-specialists teachers in Chemistry: Implications to reforms in teachers’ continuing professional development

Abstract

This study examined the competencies and capabilities of teachers who are non-majors in Chemistry after attending the Certificate Program of two terms which. ran for 6 weeks for each term. The course content covered among others the least learned content topics and processes based on the results of the 2005 National Achievement Test. The delivery of the course was an integration of content, strategies, and assessment. The use, care, and improvisation of equipment and learning support materials were included. Specifically, this study explored the capabilities of teacher participants in terms of increased content knowledge, enhanced competence in teaching, and assessment of learning, and continued professional enhancement. The participants-respondents of the study were trained chemistry teachers, their immediate supervisors, and their students. Findings of the study showed that teachers gained significantly in terms of content knowledge from the training. The content knowledge was, to a great extent, retained by the teacher¬ participants as they actually conduct research investigatory projects, and hands-on laboratory activities in their classes. Further, the participants showed improved classroom management skills, teaching, and assessment skills. Results also revealed that trained teachers enhanced their ability in conducting laboratory activities using improvised materials and equipment. They were also able to assess student learning by using a variety of ways and were able to evaluate students ‘performance through authentic means. Implications of this study are discussed with respect to areas or competencies that need to be developed further among chemistry teachers in the local and national contexts of educational reforms.