Abstract:

Professional development of chemistry teachers is planned and organized by the Education and Teacher Training Agency. Due to the global Covid-19 pandemic professional development of teachers has been transferred to an online platform and has continued as planned. All the live conferences and workshops that were part of the professional development organized by the Agency were regularly evaluated. The structure of the evaluation form was the same for all the instances of CPD. Online CPD training differs from those organized live and in person. In spite of the differences, the evaluation questionnaires after the live and online training have certain common monitoring parameters; applicability of the topic for future work, the readiness of lecturers/workshop leaders, communication, and cooperation within the group. However, there is no unique evaluation questionnaire for online CPD. Every advisor creates his own evaluation form. Thus, an evaluation questionnaire was compiled for chemistry teachers, which contains certain parameters of the questionnaire after live training. The aim of this paper is to compare the same evaluation parameters found in both live and online questionnaires. Based on the analysis of participants' responses after live and online training, it can be concluded that the parameters of applicability of selected topics in teaching, lecturer readiness, and communication are evaluated similarly in live and online training. Participants evaluate a conference or a workshop in its entirety with a general grade. There is a larger and more diverse number of suggestions among participants during online training compared to live training.

Keywords:

Teaching live (live classes), teaching online, professional development of chemistry teachers, evaluation questionnaire (form).