This interactive workshop explores how Pedagogical Content Knowledge (PCK) and practical–moral knowledge together shape meaningful learning in the chemistry classroom. Designed for practicing chemistry teachers, the session combines short expert inputs, collaborative tasks, and case-based analysis of real classroom scenarios to examine how instructional decisions, representations, and classroom dialogue are guided by both pedagogical expertise and moral judgement in action. Participants will engage in structured reflection to connect their professional values with their teaching practices and leave with practical strategies for strengthening student understanding, engagement, and scientific thinking. The workshop concludes by redefining high-quality chemistry teaching as an integrated intellectual, ethical, and professional practice for contemporary classrooms.
Organiser
Emrah Öztürk works as a National Education Expert at the Ministry of National Education in Türkiye, in the Department of Educational Policies, where he is responsible for developing policies at the upper secondary level. He received Ph.D. in Education at the University of Durham (2024), and M.A. in Education at Brunel University London (2017). His research interest lies in science teacher professional development and learning, as well as comparative education. He is particularly interested in how professional development programmes contribute to teachers’ professional knowledge and to the development of intellectual, moral, civic, and performance virtues in secondary school science teaching across different jurisdictions.