International Journal of Pedagogics
89
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue07 2025
PAGE NO.
89-92
10.37547/ijp/Volume05Issue07-20
The Impact of Practical Laboratory Sessions on Professional
Competence in Teaching Chemistry
Tursunova Gulnoza Kakharovna
Karshi State Technical University, Uzbekistan
Received:
27 May 2025;
Accepted:
23 June 2025;
Published:
25 July 2025
Abstract:
This article examines the significant role of practical laboratory sessions in fostering professional
competence among future chemistry teachers. In an age marked by the rapid evolution of scientific knowledge
and the necessity for highly qualified science educators, practical training is increasingly recognized as a
cornerstone of effective chemistry education. Through analysis of educational theory, empirical research, and
international teaching practice, this study reveals how laboratory experiences contribute to the development of
both hard and soft skills essential for successful teaching. The article highlights the multifaceted impact of
laboratory work, from the reinforcement of theoretical concepts to the nurturing of critical thinking, problem-
solving abilities, classroom management, and safety awareness. Moreover, it discusses the challenges and best
practices in integrating laboratory components within teacher education programs, drawing on examples from
leading educational systems. The findings underscore that well-designed laboratory sessions are indispensable for
the formation of professionally competent chemistry teachers capable of inspiring and effectively educating the
next generation.
Keywords:
Chemistry education, professional competence, laboratory sessions, teacher training, practical skills,
science teaching, educational methodology, competence-based education.
Introduction:
In the contemporary educational
landscape, the training of highly skilled and competent
chemistry teachers is a strategic priority for many
countries. The teaching of chemistry, by its very nature,
demands a balance between theoretical knowledge
and practical skills. Whereas classroom instruction
provides a foundation in chemical principles and
conceptual understanding, laboratory sessions serve as
the primary arena where future teachers acquire
hands-on skills, develop scientific thinking, and
cultivate professional attitudes necessary for effective
teaching. The importance of laboratory work in the
formation of professional competence among
chemistry educators has been recognized for decades,
yet recent shifts in educational paradigms
—
particularly
the
movement
towards
competence-based
education
—
have renewed attention to the quality and
structure of practical training.
Professional competence in teaching chemistry is a
multifaceted construct that encompasses subject
knowledge, pedagogical skill, laboratory technique,
communication ability, classroom management, and a
commitment to safety and ethical standards. In this
context, laboratory sessions are not merely
supplementary to lectures; they are integral to the
teacher preparation process. The dynamic, interactive
environment of the laboratory offers unique
opportunities for experiential learning, allowing future
teachers to engage directly with chemical phenomena,
conduct experiments, interpret data, and troubleshoot
unexpected outcomes. Such experiences are vital for
translating
abstract
knowledge
into
concrete
understanding and for fostering the confidence
required to manage laboratory activities with students.
The global demand for STEM (science, technology,
engineering, mathematics) education and the growing
emphasis on practical and applied learning have placed
additional pressure on teacher education institutions
to deliver robust laboratory experiences. However,
significant disparities exist in the availability, quality,
and integration of laboratory work across different
educational systems. Challenges such as inadequate
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
facilities, limited resources, and insufficient time
allocation often hinder the effective delivery of
laboratory-based instruction. Furthermore, the rapid
advancement of technology and the emergence of
virtual and remote laboratory solutions present both
opportunities and new dilemmas for teacher
preparation programs.
Against this backdrop, the present article aims to
explore the impact of practical laboratory sessions on
the development of professional competence in
teaching chemistry. Through a synthesis of pedagogical
literature, analysis of educational standards, and
review of case studies from various countries, the study
seeks to elucidate the essential role of laboratory
experiences in shaping the skills, attitudes, and
practices of future chemistry educators.
The methodological foundation of this research lies in
a comprehensive review of academic literature, policy
documents, and empirical studies addressing the role
of laboratory work in teacher education. Primary
sources include pedagogical textbooks, teacher
training
curricula, and
guidelines
issued
by
international organizations such as UNESCO and the
OECD. Additionally, the analysis draws upon case
studies and reports from countries with advanced
science education systems, including Germany, the
United States, Finland, and Japan.
To provide a holistic understanding, the research
employs both qualitative and quantitative approaches.
Qualitative analysis focuses on the examination of
narratives, reflective accounts, and best practice
models reported by experienced chemistry educators
and teacher trainers. Quantitative data are drawn from
comparative studies and surveys that assess the
effectiveness of laboratory-based learning in terms of
skill acquisition, student engagement, and teaching
performance.
In order to contextualize the findings, the article
considers historical developments in chemistry
education and recent trends in educational policy.
Special attention is paid to the integration of laboratory
components
within
competence-based
teacher
education frameworks, as well as the challenges
associated with resource limitations, safety protocols,
and technological innovation. The study also
references
national
education
standards
and
accreditation requirements for chemistry teacher
preparation in several countries.
Through this multi-layered approach, the research aims
to provide an in-depth analysis of the mechanisms by
which practical laboratory sessions contribute to the
formation of professional competence, as well as to
identify effective strategies for optimizing laboratory
training in teacher education.
The results of this research reveal that practical
laboratory sessions are indispensable for the formation
of comprehensive professional competence among
future chemistry teachers. Laboratory work reinforces
theoretical knowledge by enabling students to observe
and investigate chemical phenomena directly, thus
bridging the gap between abstract concepts and real-
world applications. As future teachers engage in
experimental procedures, they internalize scientific
methodologies, develop a sense of inquiry, and acquire
the ability to interpret empirical evidence
—
a skillset
that is essential for fostering scientific literacy among
their own students.
One of the most significant impacts of laboratory
sessions lies in the development of hands-on skills and
technical proficiency. Teachers who are adept at
preparing solutions, handling chemicals, operating
laboratory equipment, and conducting experiments are
better equipped to model best practices for their
students. Such technical competence is not only crucial
for ensuring safety and accuracy in the classroom but
also for inspiring student confidence in the learning
process.
Furthermore, laboratory sessions serve as a powerful
context for the cultivation of soft skills, including critical
thinking, collaboration, problem-solving, and effective
communication. The collaborative nature of laboratory
work necessitates teamwork, role-sharing, and the
negotiation of responsibilities
—
skills that are directly
transferrable to the management of student groups in
real classroom settings. Future teachers also learn to
anticipate potential misunderstandings and develop
strategies for explaining complex procedures and
results to students with diverse learning needs.
Another key finding is the enhancement of classroom
management and safety awareness through laboratory
experiences.
Teacher
candidates
who
have
participated in structured laboratory training are more
likely to establish and enforce clear safety protocols,
respond appropriately to emergencies, and instill a
culture of responsibility and respect in their students.
This aspect of professional competence is especially
important given the inherent risks associated with
chemistry instruction.
The integration of laboratory components within
competence-based education frameworks further
amplifies
their
effectiveness.
Programs
that
systematically align laboratory experiences with clearly
defined learning outcomes and professional standards
yield graduates who are both confident and competent
in their teaching practice. Such alignment ensures that
laboratory training is not an isolated activity, but a
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
central element of the teacher education process.
International experience demonstrates that the most
successful chemistry teacher preparation programs are
those that provide regular, progressive, and well-
resourced laboratory opportunities. For example, in
Germany, the dual system of teacher education
incorporates
extensive
laboratory
internships
alongside academic coursework, while in Finland,
student teachers are mentored by experienced
practitioners in well-equipped laboratory settings. In
contrast, systems where laboratory work is
marginalized or under-resourced tend to produce
graduates who are less prepared to manage and utilize
laboratory environments effectively.
The rise of digital and remote laboratories offers new
avenues for skill development, particularly in contexts
where access to physical laboratories is limited. Virtual
simulations and online collaborative experiments can
supplement traditional laboratory experiences and
provide valuable exposure to experimental design and
data analysis. However, most studies emphasize that
virtual environments, while beneficial, cannot fully
replace the tactile, sensory, and situational learning
afforded by in-person laboratory sessions.
Challenges to effective laboratory training remain,
including financial constraints, time limitations, and the
need for ongoing professional development of teacher
trainers. Addressing these issues requires institutional
commitment, investment in infrastructure, and the
cultivation of a culture that values practical, inquiry-
based learning as fundamental to science education.
The discussion of the impact of practical laboratory
sessions on professional competence in teaching
chemistry must begin with an acknowledgement of the
unique pedagogical value of laboratory experiences.
Unlike traditional lectures or textbook exercises,
laboratory sessions immerse teacher candidates in a
dynamic learning environment where theory is tested,
mistakes become opportunities for growth, and the
unpredictable nature of experimentation mirrors the
realities of scientific inquiry.
A core component of professional competence in
chemistry teaching is the ability to design, conduct, and
evaluate laboratory activities that are safe, meaningful,
and pedagogically effective. The laboratory is a
microcosm of the classroom, where future teachers
practice lesson planning, time management, and the
adaptation of instructional strategies to suit different
learner profiles. Through direct engagement with
laboratory tasks, teacher candidates refine their
understanding of chemistry content and gain insight
into the learning process from the student’s
perspective.
Laboratory sessions also function as a critical arena for
the development of reflective practice. The iterative
process of planning, executing, analyzing, and revising
experiments cultivates a habit of reflection and self-
assessment
—
attributes that are central to ongoing
professional growth. Teacher candidates learn to
evaluate their own performance, seek feedback, and
implement improvements, thus modeling lifelong
learning for their future students.
Furthermore, laboratory work fosters the development
of professional identity. By engaging in authentic
scientific practice, teacher candidates internalize the
values and ethics of the discipline, including respect for
evidence, precision, and the communal nature of
scientific knowledge. Such values underpin the
credibility and authority of the teacher in the eyes of
students, colleagues, and the broader educational
community.
The challenges of integrating laboratory sessions into
teacher education are not insignificant. In many
settings, overcrowded curricula, budgetary limitations,
and risk aversion can lead to the marginalization of
laboratory components. There is also the risk of
laboratory work becoming rote or formulaic, rather
than exploratory and intellectually engaging. To
counteract these tendencies, teacher education
programs
must
prioritize
the
design
and
implementation of laboratory experiences that are
inquiry-driven, contextually relevant, and closely
aligned with real-world teaching scenarios.
Best practice models highlight the importance of
mentoring, peer collaboration, and sustained exposure
to laboratory teaching throughout the teacher
preparation process. Programs that integrate
laboratory work across multiple courses, provide
opportunities
for
micro-teaching,
and
foster
collaboration between teacher candidates and
experienced practitioners tend to produce graduates
who are more adaptable, resourceful, and confident in
their professional roles.
In the age of digital transformation, the potential of
virtual and augmented reality technologies to enhance
laboratory training should not be overlooked. While
digital tools can never fully substitute for hands-on
experience, they offer valuable supplements,
particularly for rare, hazardous, or resource-intensive
experiments. The blending of physical and virtual
laboratory experiences may well represent the future
of chemistry teacher education.
Finally, the effectiveness of laboratory-based teacher
training must be evaluated not only by immediate
learning outcomes but also by long-term indicators
such as teaching performance, student achievement,
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International Journal of Pedagogics (ISSN: 2771-2281)
and graduate employability. Research suggests that
teachers who have received comprehensive laboratory
training are more likely to adopt active, inquiry-based
approaches in their own classrooms, thus contributing
to higher levels of student engagement and
achievement in science.
Practical laboratory sessions represent a foundational
pillar in the preparation of professionally competent
chemistry teachers. The multi-dimensional benefits of
laboratory experiences
—
including the reinforcement
of theoretical knowledge, development of technical
and soft skills, enhancement of safety and
management
capabilities,
and
cultivation
of
professional identity
—
are evident across diverse
educational contexts. In light of global trends towards
competence-based and practice-oriented education,
the integration of robust laboratory components within
teacher training programs is both a necessity and an
opportunity for advancing the quality of chemistry
education.
Addressing the challenges associated with laboratory
training requires sustained institutional support,
investment in facilities and resources, and ongoing
professional development for both teacher candidates
and educators. As the science education community
continues to innovate and adapt to changing
technological and societal conditions, the laboratory
will remain an essential arena for experiential learning
and professional growth.
Future research should focus on the development of
evidence-based models for laboratory integration, the
evaluation of digital and hybrid laboratory formats, and
the identification of best practices for mentoring and
collaboration in teacher education. Only through a
commitment to continuous improvement and
reflective practice can the full potential of laboratory
training be realized in the formation of skilled,
confident, and inspiring chemistry teachers.
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