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Schwichow, Martin; Hellmann, Katharina Anna; Mikelskis-Seifert, Silke – Journal of Science Teacher Education, 2022
Science teachers should be able to notice student preconceptions in order to adapt instructions to their students' needs and support the learning process. Noticing as a core practice of teaching should thus be implemented early in science teacher education. A crucial prerequisite for noticing is knowledge about students' preconceptions, which is…
Descriptors: Preservice Teachers, Student Attitudes, Competence, Interpersonal Relationship
Min, Mina; Akerson, Valarie; Aydeniz, Fetiye – Journal of Science Teacher Education, 2020
Teaching effectiveness is increasingly highlighted as an important quality in teachers, and teacher education programs have used various approaches to improve preservice teachers' teaching effectiveness. However, how preservice teachers develop their beliefs about effective science teaching and how they enact them in their field experiences have…
Descriptors: Preservice Teachers, Student Attitudes, Beliefs, Science Instruction
Martin, Jenny – Journal of Science Teacher Education, 2020
The aim of the study is to better understand teacher agency in the provision of science education to elementary school students. This article takes a specific focus on an elementary school teacher, who positioned herself as agentic in science. The study employs grammar of agency for the operationalisation of human agency in discursive…
Descriptors: Science Education, Elementary School Students, Elementary School Teachers, Teacher Role
Campbell, Todd; McKenna, Thomas J.; Fazio, Xavier; Hetherington-Coy, Amy; Pierce, Patrick – Journal of Science Teacher Education, 2019
This research investigates the assumptions underlying the work of a research-practice partnership (RPP) made up of university science teacher educators and mentoring science teachers. With increased attention to what have been described as significant shifts proposed in science teaching and learning connected to recent standards documents in the…
Descriptors: Science Teachers, Partnerships in Education, Teacher Educators, Mentors
Norville, Kayla; Park, Soonhye – Journal of Science Teacher Education, 2021
Due to the demand for high-quality teachers in the United States, especially in the areas of science, technology, engineering, and math (STEM), developing pedagogical content knowledge (PCK) in teachers early in their teacher education programs can be critical for their becoming effective in the classroom. Employing a multiple-case study design,…
Descriptors: Cooperating Teachers, Case Studies, Teacher Education Programs, Science Teachers
Hawkins, Susan; Park Rogers, Meredith – Journal of Science Teacher Education, 2016
Current reform in science education calls for teachers to understand student thinking within a lesson to effectively address students' needs (NRC in A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academy Press, Washington, DC, 2012; NRC in Guide to implementing the Next Generation Science…
Descriptors: Science Teachers, Science Education, Preservice Teachers, Thinking Skills
Gandolfi, Haira Emanuela – Journal of Science Teacher Education, 2020
This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design four different teaching and learning plans (TLPs) that linked NOS and content from the…
Descriptors: Professional Development, Teacher Developed Materials, Science Materials, Scientific Principles
Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant – Journal of Science Teacher Education, 2016
This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…
Descriptors: Alignment (Education), Faculty Development, Investigations, Pedagogical Content Knowledge