Charles University Faculty of Education
PhD in Didactics of Chemistry
Prague, Czech Republic
PhD
DURATION
4 years
LANGUAGES
English
PACE
Full time
APPLICATION DEADLINE
EARLIEST START DATE
TUITION FEES
CZK 2,000 / per year **
STUDY FORMAT
On-Campus, Blended
* applicants from non-EU/EEA countries are advised to apply by April 30th
** online application fee: 720 CZK
Key Summary
About: The PhD in Didactics of Chemistry at Charles University in Prague's Faculty of Education prepares specialists to improve chemical education. It focuses on theory and research in chemistry education, integrating chemistry, pedagogy, educational psychology, sociology, and informatics. The programme runs without specialization, training candidates for curriculum design, instructional methods, and science education research work.
Career Outcomes: Graduates will be ready for independent scientific, pedagogic, and management work. They'll qualify for roles as university or college didactics staff, educational researchers, curriculum developers, policy advisers, teacher trainers, secondary school chemistry teachers, and positions in ministries, research institutes, or international education organizations.
The goal of the doctoral study program Didactics of Chemistry is to prepare specialists to improve the quality of chemical education in the Czech Republic in accordance with current social needs and in accordance with the educational programs of advanced European countries based on scientific research results. The doctoral program is focused on the preparation of specialists in the field of chemical education theory in accordance with current knowledge of chemistry, pedagogy, psychology, sociology, informatics, and other disciplines. It is a program without specialization.
Program without specialization.
The Ph.D. study grants integrated education that allows its graduates, thanks to their high erudition, to do conceptual and research activities in the area of chemistry education. The Ph.D. study graduates will be ready for independent scientific, pedagogic, and management work in this area. They will be able to assert themselves at the colleges' didactical workplaces, in the Education ministry research institutes that concern themselves with the problematics of chemistry education, at the secondary schools as highly-qualified chemistry teachers, at the workplaces which are dealing in further teacher training, and in the international and European institutions and organizations focused at the countrywide and international research in the area of chemistry or science education.