Development, implementation and evaluation of a new chemistry teacher in-service training model based on blended learning

Literature suggests the use of information and communication technologies in teacher professional development in the form of Blended Learning. The idea behind Blended Learning is to combine online learning with face-to-face learning in different proportions. Applying Blended Learning as a model of in-service teacher training offers time-, place- and design flexibility. Teachers can choose when and where to study and learn without traveling long distances or leaving their families for long periods of time; moreover, such a model caters for a learner-centered approach since it allows teachers more control of course pacing, sequencing and styles. In addition, the face-to-face part of Blended Learning allows teachers to keep a fundamental component of chemistry in-service training which is hands-on experimentation. Consequently, the purpose of this research was the development, implementation and evaluation of a new chemistry teacher in-service training model based on Blended Learning. In order to achieve the research objective, a new model of teacher in-service training was developed consisting of two phases: a theoretical phase consisting of three online units and a practical phase (laboratory day). This concept was adapted to present two standard topics of school chemistry: Plastics and Metals, in the form of in-service training courses.