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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
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Weitzel, Holger; Blank, Robert – Journal of Science Teacher Education, 2020
Prospective teachers perceive peer coaching as a supportive learning opportunity providing benefits in peers' engagement in active learning, communicative competences, and critical thinking about teaching. Little is known about whether peer coaching also promotes the development of pedagogical content knowledge (PCK) in teacher education, which is…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Preservice Teacher Education, Biology
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Sharma, Runaaz Ali; Honan, Eileen – Journal of Science Teacher Education, 2020
This paper reports findings from a small study with Fijian pre-service teachers about their perceptions of science and scientists. No known study of this nature has been conducted in Fiji nor in other Pacific Island Countries. The study drew on previous studies using Draw-A-Scientist Test as well as critiques of the instrument using qualitative…
Descriptors: Preservice Teachers, Scientists, Foreign Countries, Freehand Drawing
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Luft, Julie A.; Whitworth, Brooke A.; Berry, Amanda; Navy, Shannon; Kind, Vanessa – Journal of Science Teacher Education, 2019
Science teacher professional development is complex. Phases in a teacher's career necessitate different professional learning opportunities. Furthermore, knowledge bases, practices, and attributes need to be cultivated during these times. For science teachers, it is not always evident how to link professional learning opportunities progressively…
Descriptors: Science Education, Teacher Educators, Science Teachers, Transformative Learning
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McDonald, Scott; Grimes, Paul; Doughty, Leanne; Finlayson, Odilla; McLoughlin, Eilish; van Kampen, Paul – Journal of Science Teacher Education, 2019
This article reports on an investigation of a workshop approach to probe and deepen Irish preservice teachers' (PSTs') initial professional pedagogical vision of inquiry-based science education (IBSE). In an effort to understand the experiential and historical foundation of their vision, we report on the current culture of science teaching and…
Descriptors: Workshops, Foreign Countries, Preservice Teachers, Inquiry
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Wang, Jianlan; Sneed, Stacey – Journal of Science Teacher Education, 2019
Inquiry, central in science education reforms for decades, is a critical element required in many teacher education programs. However, the instruction of inquiry-oriented pedagogies in those programs has limited impacts on science preservice teachers (PSTs) who arefvn the agent of transforming classroom instruction. The challenges include the…
Descriptors: Design, Scaffolding (Teaching Technique), Pedagogical Content Knowledge, Elementary Education
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Johnson, Heather J.; Mawyer, Kirsten K. N. – Journal of Science Teacher Education, 2019
Practice-based approaches to teacher education should emphasize strategies that help teacher candidates centralize student thinking in instructional practice while providing a rationale for why student thinking is integral to student learning. This study describes how secondary science teacher candidates engage in tool-supported analysis of…
Descriptors: Video Technology, Clubs, Preservice Teachers, Preservice Teacher Education
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Biggers, Mandy; Miller, Alison Riley; Zangori, Laura; Whitworth, Brooke A. – Journal of Science Teacher Education, 2019
The mentoring relationships between preservice teachers and their cooperating teachers have been established as critical to the retention or attrition of novice teachers (Clarke, Triggs, & Nielsen, 2014), yet little research has been conducted to examine what factors around mentor teacher selection and support are most salient to creating…
Descriptors: Mentors, Correlation, Preservice Teachers, Preservice Teacher Education
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Miller, Matthew; Hanley, Daniel; Brobst, Joseph – Journal of Science Teacher Education, 2019
This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. The mentor preparation program was grounded in research on effective science instruction and learning-focused mentoring. The goals of the mentoring professional development were to (a)…
Descriptors: Models, Program Effectiveness, Mentors, Elementary Education
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Gul, Tugce; Demir, Kadir; Criswell, Brett – Journal of Science Teacher Education, 2019
Mentoring, as one of the formal teacher leadership roles, creates a space for teachers to display their leadership potential as it indirectly brings value to the school community (Ensher & Murphy, 2006). The purpose of this qualitative case study is to examine mentor teachers' perceptions whether they transfer their evolving mentoring skills…
Descriptors: Teacher Leadership, Mentors, Leadership Training, Leadership Role
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Kawasaki, Jarod; Sandoval, William A. – Journal of Science Teacher Education, 2019
We report on one teachers' efforts to re-design an entire instructional unit as a coherent storyline about forces and motion as a part of a multiyear professional development (PD) project around the NGSS. Designing coherent storylines demands that teachers create opportunities for students to meaningfully engage in science practices in order to…
Descriptors: Teaching Methods, Science Education, Faculty Development, Units of Study
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Sinapuelas, Michelle L.; Lardy, Corinne; Korb, Michele A.; Bae, Christine Lee; DiStefano, Rachelle – Journal of Science Teacher Education, 2019
The Next Generation Science Standards (NGSS) and the Framework for K-12 Science Education (NRC, 2012) on which they are based, describe a new vision for science education that includes having students learn science in a way that more closely aligns to how scientists and engineers work and think. Accomplishing this goal will require teacher…
Descriptors: Preservice Teachers, Preservice Teacher Education, Science Teachers, Science Instruction
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Jackson, Julie K.; Huerta, Margarita; Garza, Tiberio; Narvaez, Rose – Journal of Science Teacher Education, 2019
This study addressed the pressing need to help adolescent English learning and economically disadvantaged student populations succeed in science and close achievement gaps. It reports the results of a two-year professional development initiative implemented at a high-poverty suburban high school in South Texas. We examined how the combination of…
Descriptors: English Language Learners, High School Students, At Risk Students, Economically Disadvantaged
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Wilder, Otis; Butler, Malcolm B.; Acharya, Parul; Gill, Michele – Journal of Science Teacher Education, 2019
This article is focused on the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect toward the subject of science in preservice elementary teachers.…
Descriptors: Preservice Teachers, Science Teachers, Elementary Education, Student Attitudes
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Tinnell, Teresa L.; Tretter, Thomas R.; Thornburg, William; Ralston, Patricia S. – Journal of Science Teacher Education, 2019
This article reports on a modified faculty learning community (FLC) composed of university faculty from science education and a variety of engineering disciplines. This research investigated the efficacy of an intentional, long-term, ongoing, interdisciplinary collaboration to benefit the development of science teacher education, including…
Descriptors: Interdisciplinary Approach, Teacher Collaboration, Communities of Practice, Engineering Education
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