TEACHING
EXCELLENCE
DATABASE

The previous curriculum for pre-service chemistry teacher education included the following main components: chemistry knowledge and interdisciplinary links (e.g., connections to physics and mathematics), laboratory and practical skills, pedagogical content knowledge (PCK) in chemistry, educational theory and psychology, technology integration, and practical teaching experience. In light of the rapid changes in society, the growing emphasis on inclusion, and the push for internationalization, it has become essential to prepare future teachers to apply research methodologies in education. This will enable them to identify and implement innovative solutions tailored to the evolving needs of their classrooms, local communities, and society as a whole. Evidence-based research empowers teachers to make informed decisions about improving teaching practices. The outcomes of the newly introduced course named Research in Chemistry Education are that pre-service chemistry teachers will be able to: 1. Identify inclusive, culturally responsive, and sustainable research questions or formulate hypotheses related to chemistry teaching and learning. 2. Design research projects that address educational challenges in chemistry, incorporating both local and global perspectives. 3. Apply appropriate research methodologies, including action research. 4. Develop and prepare valid and reliable research instruments, such as tests, questionnaires, interview protocols, and observation tools. 5. Collect data systematically, perform statistical analyses, and interpret results to derive meaningful conclusions and implications for inclusive and sustainable teaching practices. 6. Reflect critically on their own teaching practices, using research findings to inform and improve their approaches. 7. Write detailed research reports that effectively communicate findings and recommendations. Key activities in the course include: • Developing a theoretical framework for quantitative, qualitative, and mixed research methodologies, with a focus on action research. • Learning about research instruments, data collection, processing, and presentation. • Planning, presenting, and discussing project designs, followed by iterative improvements based on feedback. • Conducting research in primary and secondary schools, collecting and analysing data. • Preparing detailed reports and presenting research findings to diverse audiences, including students, scientific meetings, and professional or scientific

Methodology

The planning process included an analysis of reports and scientific papers on good practices in university teacher education, as well as insights gained from study visits to Finland, Denmark, Switzerland, France, England, the Czech Republic, Hungary, and Slovenia. These visits aimed to explore the characteristics of their university teacher education systems. Additionally, the process incorporated an analysis of the education system's needs in Serbia, along with reports and scientific studies on student achievements in national and international tests, such as PISA and TIMSS. Several years of monitoring the needs of chemistry teachers through various professional development programs were also considered. Based on this analysis, we identified the need to introduce a course Research in Chemistry Education into the existing university teacher education curriculum. The course aims to prepare future teachers to make informed decisions about improving teaching practices using research findings. After designing the curriculum for the course, primary and secondary schools were selected as partners for its implementation, where pre-service teachers will conduct research projects. Contracts were established with these schools, and all necessary consents and approvals from parents were obtained in line with ethical principles. Members of the Department of Chemistry Education are actively involved in the course's implementation. In addition to the professors teaching the course, other department members who were not part of the project planning serve as reviewers. Their role is to provide constructive feedback to pre-service teachers, helping improve the quality of their projects and research instruments. Teachers from partner schools also contribute to this feedback process.

Tools, equipment, technology used

The equipment required for implementing the course aligns with the approaches being researched by pre-service chemistry teachers. This includes laboratory equipment, utensils, substances, computers, software applications, internet access, teaching aids, and other necessary tools. While the equipment itself is not innovative, the combination and application of these resources in teaching practice represent a novel approach.

Outcomes and outputs, main results

The implementation of the course led to the development of pre-service chemistry teachers’ research competencies, particularly their ability to design, conduct, and analyse educational research in real classroom settings. It also enhanced their skills in integrating innovative teaching approaches, fostering a deeper understanding of evidence-based decision-making in education. Furthermore, the course improved collaboration between the University of Belgrade – Faculty of Chemistry and schools, creating a sustainable partnership model for teacher training. Main outcomes are: - Pre-service teachers became more adept at using research findings to improve teaching practices. - Partner schools benefited from new, research-driven teaching strategies implemented by pre-service teachers. - The course facilitated mutual professional development for both school teachers and university staff through feedback and shared insights. - A systematic model for involving parents and adhering to ethical standards in educational research was established. Main outputs are: - A new university course integrated into the chemistry teacher education curriculum, focusing on research-informed teaching practices. - Research projects conducted by pre-service teachers in partner schools, addressing current challenges in chemistry education. - Feedback reports generated by school teachers and university reviewers to refine the quality of research projects. - Educational resources, including teaching aids, research instruments, and practical guidelines, developed for use in both university courses and school settings. The main result is the development of competent future chemistry teachers capable of finding innovative solutions in an ever-changing society. This was demonstrated through their final reports on the investigations they conducted.

Lessons learnt

The most important aspects that should be taken into consideration are: - University-school collaboration: It is important to establish clear communication and agreements with partner schools early in the process, as well as ensure schools understand their roles and responsibilities and feel valued as partners in the process. - Ethical considerations: It is important to obtain necessary approvals from parents, schools, and relevant authorities for conducting research involving students, and to strictly adhere to ethical principles, ensuring anonymity and informed consent. - Pre-service teacher preparation: It is important to provide thorough training in research methodologies and the practical application of innovative teaching approaches before pre-service teachers begin their projects. - Ongoing support and feedback: It is important to set up a robust feedback mechanism involving both university mentors and school teachers and to regularly support pre-service teachers in refining their projects and improving outcomes. - Alignment with curriculum and real-school challenges: It is important to ensure that the course content and research projects are aligned with both the school curriculum and real-world teaching challenges to ensure relevance and immediate applicability. - Resource availability: It is important to ensure that all necessary resources (e.g., laboratory equipment, teaching aids, and digital tools) are available and functional. Potential technical or logistical issues should be anticipated. Mistakes that should be avoided are: - Insufficient planning: Rushing into implementation without a well-structured plan that includes timelines, roles, and responsibilities. - Overlooking teacher and school needs: Assuming that schools have the same priorities or resources. An approach should be tailored to the specific needs and limitations of the schools involved. - Neglecting pre-service teacher support: Leaving pre-service teachers to navigate challenges alone should be avoided. - Overloading participants: Overburdening both pre-service teachers and school staff. Overambitious projects can lead to burnout and lower-quality outcomes. - Failing to communicate results: It is important to ensure that research findings and teaching innovations are communicated back to schools, pre-service teachers, and other stakeholders. - Underestimating resistance to change: Some resistance from schools or teachers who may be hesitant to adopt new methods could occur. It is important to build trust through clear communication, training, and demonstrating the value of the initiative.

Adaptability and sustainability of the best practice (for other institutions)

The good practice of integrating research-based teaching into pre-service teacher education can be adapted in other institutions by following these steps: 1. Customizing the curriculum: The course curriculum can be modified to align with the specific educational context, priorities, and challenges of the adopting institution. 2. Establishing partnerships: Institutions should establish partnerships with local schools to provide real-world settings for pre-service teachers to conduct research. These collaborations should include clear agreements on roles, responsibilities, and expectations to ensure mutual benefit. 3. Ensuring resource availability: Adopting institutions should assess and allocate necessary resources, such as laboratory equipment, teaching aids, and digital tools, ensuring they are sustainable. Leveraging existing infrastructure and adopting environmentally friendly practices (e.g., minimizing paper use, using energy-efficient technology) can enhance sustainability. 4. Training faculty and mentors: Faculty and school mentors should receive training to effectively support pre-service teachers. This could include workshops on guiding research projects, providing constructive feedback, and fostering innovation in teaching. 5. Implementing ethical guidelines: Institutions should adapt ethical frameworks for conducting educational research, ensuring compliance with local policies and principles such as informed consent and data protection. 6. Developing a feedback loop: A system for continuous improvement should be established by incorporating feedback from all stakeholders, including pre-service teachers, school mentors, and university faculty. This ensures the practice evolves to meet changing needs and remains impactful over time. Sustainability considerations: 1. Long-term impact and continuity: (i) The course should be integrated into the institution's regular curriculum to ensure its continuous implementation. Mechanisms such as periodic review and alignment with emerging educational trends will help maintain its relevance. (ii) Pre-service teachers trained in research-based practices will have a long-term impact as they carry these skills into their teaching careers, influencing future generations of students. 2. Sustainable implementation: (i) By emphasizing the use of existing resources and adopting efficient, eco-friendly practices aligned with green chemistry principles, the program minimizes its environmental impact. (ii) Digital tools and platforms can be used for collaboration, reducing reliance on physical materials and enabling scalability across institutions.

Promotion of best practice

To ensure the broad dissemination of our good practice, we utilize multiple channels, tools, and materials targeted at various stakeholders in education and beyond. Dissemination channels and tools: 1. Mini-symposia for peers Pre-service chemistry teachers organize and participate in mini-symposia where they present their research projects and innovative teaching practices to their peers. These symposia serve as a platform for sharing ideas, fostering collaboration, and encouraging critical discussions on their work. 2. Scientific meetings and conferences Pre-service chemistry teachers and faculty members present the outcomes and methodologies of the program at national and international scientific meetings and conferences. These events provide opportunities to connect with researchers, educators, and policymakers in the field of chemistry education. 3. Publication in journals Articles highlighting the program's outcomes, research findings, and best practices are prepared for submission to academic and professional journals. This ensures that the program contributes to the broader body of knowledge in teacher education and chemistry education. Target groups 1. Pre-service and in-service chemistry teachers Teachers benefit from the research-based teaching methods and innovative practices introduced through the program. 2. University educators Faculty members in teacher education programs gain insights into implementing research-informed teaching curricula. 3. Schools and school teachers Partner schools and their staff are involved in the program and can adapt its practices to their own teaching contexts. 4. Education policymakers Insights from the program are shared with policymakers to inform decisions on teacher education and professional development. 5. Educational researchers Findings are disseminated to researchers interested in the intersection of teacher education, chemistry, and innovative teaching practices.

Scope and impact

• Faculty level
• Institutional level
• National level

National-level 1.Improving teacher education quality: The practice addresses the national challenge of improving teacher education by equipping pre-service chemistry teachers with research-based teaching skills. This aligns with the national goal of fostering highly qualified educators who can apply innovative and evidence-based methods in classrooms. 2.Enhancing student achievement: By training teachers to implement effective teaching practices derived from research, the program contributes to improving student outcomes in national and international assessments like PISA and TIMSS, which are key indicators of educational progress. 3.Promoting educational research: The program strengthens the link between education and research, fostering a culture where teachers actively engage with and contribute to educational research. This aligns with the national priority of evidence-based policymaking and practice. 4.Building sustainable university-school partnerships: By partnering with schools for research activities, the practice establishes sustainable collaboration models that can be scaled and replicated nationally, addressing the need for stronger ties between teacher education programs and real-world classroom environments. 5.Fostering sustainability in education: The practice promotes sustainable teaching methods, including the application of green chemistry principles, contributing to the national agenda for sustainable development and environmental awareness in education. Faculty and institutional levels 1.Modernizing teacher education curriculum: The introduction of a research-focused course modernizes the faculty’s teacher education curriculum, ensuring it remains relevant, innovative, and aligned with the latest educational trends and faculty goals for excellence in education. 2.Enhancing faculty research output: By involving pre-service teachers in research, the practice contributes to the faculty’s research agenda, increasing both the quantity and quality of publications and conference presentations. 3.Promoting interdisciplinary collaboration: The practice encourages collaboration among faculty members from different disciplines, as well as between the university and schools, addressing the faculty’s goal of fostering interdisciplinary and applied research. 4.Developing pre-service chemistry teachers as leaders: The program develops pre-service teachers’ leadership skills by involving them in research, presentations, and symposia, which aligns with the faculty’s mission to prepare future leaders in education. 5.Strengthening community engagement: By partnering with schools and engaging with parents, the practice enhances the faculty’s connection with the broader community.

6.1 Digitalization

• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment
• Digital scientific sources used in T&L
• Data security and responsible digital presence embedded in learning outcomes

Reasoning: Our practice promotes the development of digital skills by integrating digital tools and technologies into various academic tasks. Students engage in activities such as conducting literature reviews, preparing research instruments, presenting research projects and reports, and processing data, all of which involve the use of digital tools.

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6.2 Internationalization

• Developing students' multicultural awareness
• International projects/research results embedded into course development and T&L

Reasoning: The course focused on developing multicultural awareness and its significance in supporting students from diverse cultural backgrounds. It also explored similarities and differences in the outcomes of chemistry education studies across countries. Before conducting their research, pre-service chemistry teachers consulted with practicing chemistry teachers in sampled schools to assess the relevance of planned activities for culturally diverse students.

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6.3 Inclusion and diversity, universal design

• Innovative teaching methodology for inclusion and meet diverse student needs
• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: Pre-service chemistry teachers are introduced to the concept of inclusion in other courses within the study program, but the RICE course offers a unique opportunity to address the special needs of students in the schools where they plan to conduct research. Discussions with in-service chemistry teachers, combined with their own observations, play a vital role in understanding the diverse needs of students and designing adapted activities to meet those needs.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Environmental attitude, skill development and assessment either general or profession-related
• Sustainability aspects are considered in all phases of the learning practice - "hidden curriculum"

Reasoning: During the course, pre-service chemistry teachers are introduced to education for sustainable development, a key paradigm in modern education. The course emphasizes the sustainable development goals (SDGs) and their connection to chemistry education, supported by relevant scientific publications. Consequently, students often design research proposals that focus on applying chemistry knowledge to solve everyday problems, inform decision-making, and promote actions aligned with the SDGs. In previous years, pre-service chemistry teachers enrolled in the course explored the environmental attitudes of chemistry students and teachers, incorporating SDGs and green chemistry principles. Furthermore, sustainability aspects are deeply embedded in the course design, as the research findings from each cohort can serve as a foundation for action research conducted by future cohorts.

3.3 Public contact datas

Name	Email address	Website
Dragica Trivić	dtrivic@chem.bg.ac.rs	https://chem.bg.ac.rs/predmeti/664P2-en.html