In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to…

This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation's GK-12 Program--a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with…

The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with one another. Based on this relationship, the purpose of this study was to investigate the…

Teachers enrolled in the master of natural science program for high school science teachers at a large research university must complete a year-long action research study. This account, by the program's action research coordinator, describes both process and outcomes of this research experience from the perspectives of the research coordinator and…

This study investigated teachers' motivation, expectations, and changes to teaching practices due to a 6 week summer professional development program involvement. Participants (n = 67) attended the Research Experiences for Teachers (RET) program within a major university in southeast. Surveys and interviews were used to collect data to answer the…

This study explored how preservice teachers grew in their understanding of inquiry science through conducting an in-depth individual inquiry investigation in their science methods course. Elementary preservice teachers' understanding about inquiry investigations, their attitudes towards the assignment, and their views towards using individual…

A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists' laboratories, then bridge their scientific experiences with the design of new classroom…

This study explored the influence of university-based teacher education courses on preservice teachers as they engaged in the field-based portion of their preparation. Forty-two preservice teachers contributed reflective writings about the successes and challenges they faced during field experiences in light of knowledge and skills learned during…

Intends to fill the gap in the literature on science teacher preparation in Japan by focusing on the form, content, and processes of the student teaching experience associated with K-12 "attached" schools at Hiroshima University. Captures and describes processes that are central to Japanese models of teacher preparation. (SAH)

Discusses how 36 student science teachers described and responded to one of their own classroom management problems. Based on student teachers' written accounts of a well-remembered event about classroom management. (SAH)

Compares and contrasts conceptions of science teaching by using two methods: analysis of metaphors used to describe teaching, and responses to open-ended questions. Participants were pre-service science teachers with undergraduate degrees in either physics, chemistry, or biology. (Author/SAH)

Reports on the methods and outcomes of a teacher development project that exposed teachers to inquiry as it is practiced in the discipline of ecology. Explores factors that are potentially effective on teachers' professional development experiences in ecological inquiry. Examines the variations of teachers, starting points, grade levels, and…

Describes the content of a senior science methods course in elementary science teacher education in which pedagogical content knowledge is used for construction. Presents examples of three different kinds of pedagogical content knowledge on preservice elementary teachers that is used in this research. (Contains 47 references.) (YDS)

Indicates the difficulties for teacher educators in developing the content of courses because of changing conditions. Questions the context of the Concept Presentation assignment and asks how to progress in understanding the reflective processes involved in collaborative efforts inquiring into and improving professional practice. (Contains 30…