This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

The incorporation of AR into the way of work of in-service teachers is based on the approach by which teachers should be part of knowledge-creating communities and not only engage in knowledge 'conveyance'. The generated research knowledge serves as leverage for professional development and promotes teachers' self-efficacy processes, while taking part in the development and change of knowledge, and in integrating the research process with the teaching. This incorporation promotes teachers' professional development and contributes to the system's quality. This study was conducted among 44 teachers who engaged in AR. The study data were obtained from the analysis of these ARs. The data focused on elements that serve as guidelines for the ARs, such as the definition of the problem, the intervention plan, the examined issue, the research's target audience, the research partners and social-emotional learning (SEL) expression in the action research. The teachers also shared their insights from the AR -these insights served as basis for the collection of statements. The research questions were: 1. What characterizes the action research conducted by teachers in their educational environment? 2. Is SEL expressed in the action research proposed by the teachers, even if they were not pointed in that direction? This study's uniqueness is in its meta-examination of AR variables and an in-depth examination of the respondent's answers regarding the meaning of AR for them as teachers. This study also provides insights for teachers' teachers about the importance of incorporating AR into teacher training and a way of promoting teachers' professional development in the field, a way to enhance team collaboration and a tool that contributes not only to teachers in their classroom, but to the entire school.