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Pop, Margareta M.; Dixon, Patricia; Grove, Crissie M. – Journal of Science Teacher Education, 2010
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…
Descriptors: Teacher Motivation, Science Teachers, Teacher Attitudes, Professional Development
Megowan-Romanowicz, Colleen – Journal of Science Teacher Education, 2010
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…
Descriptors: Research Universities, Science Programs, Action Research, Natural Sciences
Lustick, David – Journal of Science Teacher Education, 2009
This mixed methodology action research study examined the impact of a curricular innovation designed to provide an authentic science inquiry learning experience for 15 secondary science teacher candidates enrolled in a master's level initial certification program. The class investigated the question "How can peak autumn color in New England…
Descriptors: Action Research, Science Teachers, Learning Experience, Science Instruction
Johnson, Carla C. – Journal of Science Teacher Education, 2009
This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three…
Descriptors: Teacher Effectiveness, Science Teachers, White Students, Science Education
Tal, Tali; Morag, Orly – Journal of Science Teacher Education, 2009
Although teachers are engaged in many field-trips, they seldom have the pedagogical knowledge and experience to enact them. This article presents an effort to support reflective practice of teachers in the outdoors. The teaching experience of five pre- and in-service teachers included preparation for teaching in the outdoors, designing learning…
Descriptors: Classroom Techniques, Teaching Experience, Teacher Attitudes, Reflective Teaching
Coenders, Fer; Terlouw, Cees; Dijkstra, Sanne – Journal of Science Teacher Education, 2008
In this article, we describe the results of a study of chemistry high school teachers' beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers' beliefs influence the implementation of a curriculum. We view the use of a new…
Descriptors: Prior Learning, Chemistry, Secondary School Teachers, Pedagogical Content Knowledge
Osisioma, Irene U.; Moscovici, Hedy – Journal of Science Teacher Education, 2008
The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through inquiry informed this study, which analyzed the secondary science intern teachers' beliefs about inquiry before, during, and following a series of 2 consecutive science methods courses in an attempt to document the…
Descriptors: Methods Courses, Science Teachers, Urban Schools, Beliefs
Peer reviewed
Simmons, Patricia E. – Journal of Science Teacher Education, 1994
Describes one mechanism by which prospective science teachers are socialized into the teaching profession prior to their student teaching experience. A Discrepant Events Share-a-thon is conducted by prospective middle school and high school teachers at the Georgia Science Teachers Association annual meeting. (LZ)
Descriptors: High Schools, Middle Schools, Misconceptions, Partnerships in Education