Teacher-training: Analysis of teachers’ representations about their impact on the teaching of the chemical reaction under the current system

AbstractWe located our research within the teacher training framework of chemistry; one of the most important disciplines contributing to pupils’ science training. However, the current methods of teaching this discipline are not always effective and do not allow the teacher to teach the pupils appropriately. In order to gain a deeper understanding of this situation and to gather information on the related limits and obstacles, we directed part of our research towards the system of teachers’ representations about the teaching of the science. We collected information from a sample of 24 of physics and chemistry teachers, who taught in secondary schools. We used the data gathered from a questionnaire sent to these teachers along with observations in certain situations. In the light of this study, we identified two major hurdles, which were:- the teachers had no confidence in the method of teaching science; and-there was no thought given to learning when the method of teaching science was constructed.To rectify this situation and achieve a more profitable outcome to teaching chemistry in the curriculum, it would be necessary to reflect upon and recast the didactic teaching methods