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Direct linkFriedrichsen, Patricia J.; Ke, Li; Sadler, Troy D.; Zangori, Laura – Journal of Science Teacher Education, 2021
Secondary science teachers participated in a socio-scientific issues (SSI) professional development (PD) during which they co-designed SSI curriculum units. In this qualitative multiple case study, we followed a sub-set of eight teachers who enacted their SSI units in their classrooms and agreed to participate in the study. Clarke and…
Descriptors: Secondary School Teachers, Science Teachers, Science Instruction, Science and Society
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
Zangori, Laura; Foulk, Jaimie; Sadler, Troy D.; Peel, Amanda – Journal of Science Teacher Education, 2018
Engaging learners in modeling practices can promote substantial science learning, and anchoring science teaching in societal issues can promote student motivation to learn and make learning experiences more meaningful. However, elementary teachers have had few prior experiences with either modeling or socioscientific issues (SSI) and so are…
Descriptors: Elementary School Teachers, Teacher Attitudes, Faculty Development, Communities of Practice
Zangori, Laura; Friedrichsen, Patricia J.; Wulff, Eric; Womack, Andrew J. – Journal of Science Teacher Education, 2017
We studied how the practices of modeling supported preservice teachers (PSTs) as a reflection tool for knowledge integration in their science methods courses. In this exploratory study, elementary (n = 4) and middle/secondary (n = 7) PSTs drew models of the process of teaching and learning, including what occurred before, during, and after…
Descriptors: Preservice Teachers, Reflection, Pedagogical Content Knowledge, Preservice Teacher Education
Hanuscin, Deborah L.; Zangori, Laura – Journal of Science Teacher Education, 2016
Just as the "Next Generation Science Standards" (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary…
Descriptors: Elementary School Science, Elementary School Teachers, Science Teachers, Teacher Education Programs
Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura – Journal of Science Teacher Education, 2015
To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…
Descriptors: Preservice Teachers, Preservice Teacher Education, Elementary School Teachers, Formative Evaluation
