This paper will take a brief look at the history of teacher preparation and the factors that have influenced its focus. High school chemistry teacher preparation in the United States has been influenced by changes in the student audience and the implications of research on learning. High school chemistry is no longer limited to those who plan to pursue physical science careers; classrooms are now populated by students with a wide range of interests and goals. Since Sputnik, programs have shifted from teacher directed lecture in the classroom to models that are more student-centered with emphasis on a strong laboratory component. Models that emphasize active student participation in their own learning require new approaches to teacher preparation. Due to the nature of the chemistry laboratory, future high school chemistry teachers require specific training to address the logistics and safety of choosing and supervising an appropriate laboratory program. New programs, enhanced by new technologies, have expanded beyond traditional teacher preparatory programs. Evaluation of the wealth of data available from the Internet as well as traditional textbooks and lectures creates additional challenges. The availability of the new technologies has played a major role in these changes in emphasis. This in turn has led to educating students to understand and address the issues and needs of society. Programs will face the challenge of stimulating creativity in new teachers of chemistry. Teachers will need support and encouragement as they design strategies to introduce students to current topics involving chemistry by weaving wide ranging issues such as air pollution, GMOs (Genetically Modified Organisms), and climate change into their curriculum. Time will tell which programs prove to be the most effective in inspiring teachers to achieve their best practice goals.<br/>

Chapter 6: New models for teacher preparation and enhancement

249th National Meeting (2015)

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