Argues that the science methods course should be envisioned as the launching pad for a career-long process of professional development, a foundation for a successful student teaching experience, and the lynchpin of a teacher education program. (DDR)

Describes the Early Career Support Program (STEP) which uses the Montana Educational Telecommunication Network (METNET) to connect early career teachers in Montana with mentors. Contains 20 references. (DDR)

Describes the accounts of four Grade 1 teachers as they take action to improve their science teaching skills. Provides information on teacher background, early teaching strategies, confronting ideas about teaching science, and the steps taken to reform practice. (DDR)

Compares the way preservice elementary teachers build knowledge and beliefs to the way learners build science knowledge. Describes a reconceptualization of an elementary science methods course consistent with this assumption about science teaching. Contains 22 references. (DDR)

Explains a professional development model that is informed both by constructivist and sociocultural theory. Focuses on professional development, personal development, and social development. Contains 26 references. (DDR)

Reports on an ethnographic study of inservice biology teachers (N=8) in which two questions were explored. The questions pertain to the frequency and forms of analogies used by biology teachers to explain scientific concepts to their students. Contains 23 references. (DDR)

Presents the results of an ongoing evaluation in a project designed to recruit, educate, retain, and accredit ethnic minority science teachers in the larger central valley of California. Contains 23 references. (DDR)

Describes a project that brings together teams of science teachers and special education teachers to educate one another on collaborative models and content needs of students. Discusses retooling traditional science activities. Contains 18 references. (DDR)

Describes the various tools used to promote reflection that have been introduced to prospective teachers. Those tools include portfolios, journals, cases, learning maps, stories retold, metaphors, and proverbs. Contains 58 references. (DDR)

Examines the efficacy beliefs preservice teachers bring to methods courses in science and mathematics and the changes in their beliefs as a result of the enriched experiences of methods courses. Contains 22 references. (DDR)

Describes professional development schools and how they provide a seamless field experience for prospective teachers. Provides historical background information on the Holmes Group and the development of the sites. Contains 30 references. (DDR)

Reports on an effort to improve articulation between science and education at Temple University. Describes the implementation of the cooperative controversy strategy into elementary science methods courses. Contains 26 references. (DDR)

Details a study that tests the effectiveness of brief instruction on the causes of night and day and the seasons. Employs simple, inexpensive models. Findings are useful for science teacher educators. Contains 32 references. (DDR)

Describes how nine inservice science supervisors assess a novice science teacher's videotaped lesson in order to inform novice science teachers and science teacher educators about the pedagogy supervisors value. Contains 25 references. (DDR)

Presents an evaluation system designed to document and facilitate change in teachers. Implicit in the development and implementation of the system is the goal to model evaluation for teachers. Contains 22 references. (DDR)