Chemistry Teachers as Professionals: A Retrospective Analysis

Gregory T. Rushton ^[1]
1. [1] Stony Brook University
  
  Stony Brook University
  
  Town of Brookhaven, Estados Unidos
Localización: Journal of chemical education, ISSN 0021-9584, Vol. 93, Nº 8, 2016, págs. 1335-1337
Idioma: inglés
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Resumen
- National reform movements, such as the recent Next Generation Science Standards, can be viewed as an unnecessary nuisance or a welcome progression toward a scientifically literate citizenry. Teachers who view themselves as professionals can recognize the value in contributions from those within the K–12 community as well as external to it. The stance taken can likely influence how we are perceived (and treated) by our stakeholders, including ourselves.