Journal of Science Teacher Education

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Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team
Journal of Science Teacher Education - - 2016
Anette Olin, Åke Ingerman
A Bridge to Developing Efficacious Science Teachers of All Students: Community-Based Service-Learning Supplemented with Explicit Discussions and Activities about Diversity
Journal of Science Teacher Education - Tập 20 Số 4 - Trang 365-383 - 2009
Neporcha Cone
Constructivism in Classroom: Theory into Practice
Journal of Science Teacher Education - Tập 10 - Trang 93-106 - 1999
Stuart Naylor, Brenda Keogh
Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education
Journal of Science Teacher Education - - 2016
Deborah L. Hanuscin, Laura Zangori
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 teachers’ practical knowledge of the NGSS in the context of a scie... hiện toàn bộ
Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments
Journal of Science Teacher Education - Tập 25 Số 7 - Trang 823-843 - 2014
Lucy Avraamidou
Dilemmas of Teaching Inquiry in Elementary Science Methods
Journal of Science Teacher Education - Tập 15 Số 4 - Trang 257-279 - 2004
William J. Newman, Sandra K. Abell, Paula D. Hubbard, James Tarleton McDonald, Justine Otaala, Mariana Martini
A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding
Journal of Science Teacher Education - Tập 26 Số 3 - Trang 263-289 - 2015
Brian R. Belland, Ryan Burdo, Jiangyue Gu
Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses
Journal of Science Teacher Education - Tập 18 - Trang 297-317 - 2007
Brenda R. Brand, Jesse L. M. Wilkins
The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences... hiện toàn bộ
A problem solving model for use in science student teacher supervision
Journal of Science Teacher Education - Tập 4 - Trang 18-23 - 1993
Ann M. L. Cavallo, Craig J. Tice
The period of time student teachers have to receive feedback from their supervisors and cooperating teachers is relatively short. Techniques and ideas suggested by university supervisors and cooperating teachers are clearly beneficial to beginning teachers, but the students also need direct experience in addressing classroom concerns themselves. Student teachers need to develop techniques for eval... hiện toàn bộ
The Stories They’d Tell: Pre-Service Elementary Teachers Writing Stories to Demonstrate Physical Science Concepts
Journal of Science Teacher Education - Tập 21 - Trang 703-722 - 2010
Jennifer Kreps Frisch
Preservice teachers enrolled in a science content-based course wrote stories that could help their future students understand a science concept. First, participants chose their topic and wrote the story with few guidelines to establish a baseline. In the next part, a different set of students were given a choice of three topics (based on force, electricity, and heat misconceptions), and collaborat... hiện toàn bộ
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