Chemistry teachers' continuous professional development in a non-formal learning environment: exploring key concepts

Chemistry teachers' professional competence significantly impacts students' learning outcomes.Therefore, it is essential for educators to remain updated on the latest research and practical applications. This extends beyond chemistry content knowledge including the development of pedagogical skills. In my research I explore how a university-affiliated non-formal student laboratory can support teachers’ in-service training. The current challenge of my work is that the central concepts used in the research are difficult to define. Hence, the aim of this presentation is to support the definition of these central concepts. This is carried out by delving into the complex definitions of the following concepts: 1) non-formal learning environment, 2) education outside of the classroom and 3) continuous professional development (CPD).
The challenge is that concepts 1 and 2 share considerable similarity, and I must do a justified decision which term suits best. A similar consideration applies to a CPD. It is a concept that can be referred via multiple parallel terms. In this presentation, I point out the small differences between the terms and introduce a potential selection criteria. By fostering a clear division of these concepts
and their implications for chemistry education, I can provide valuable insights to the field.