Institutions of higher education play a major role in teaching undergraduate students. Historically, most courses have been taught by tenure-track (TT) faculty who may also be responsible for research or scholarly activities. However, a recent shift from "teaching-intensive" TT faculty to "teaching-only" contingent faculty off…

Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID-19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large-scale school…

This study examined in-service teachers who engaged in a year-long professional development (PD) course that focused on conducting participatory action research (PAR) related to mathematics and science instruction. We focused on how the teachers perceived the PAR process and its impact on their practice and performance throughout the course. A…

Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the "teaching-method-centered paradigm." However, most faculty do not frame their teaching in terms of…

This study investigated the experiences of a group of pre-service secondary science teachers in learning to teach in culturally diverse contexts. The pre-service teachers were all assigned to placements within a large, urban, culturally diverse public high school and paired with mentor teachers. Through one-on-one interviews, the pre-service…

This study examines the development of secondary preservice science teachers' (PSTs') sociopolitical understandings in the context of a yearlong, masters-level, justice-oriented teacher education program. It articulates a theoretical perspective regarding teachers' conceptions of the work-of-teaching in terms of pedagogical and disciplinary…

Physics lab instruction is evolving in response to changing technology, a desire to better prepare students for diverse careers, and renewed focus from physics education researchers. To prepare researchers to evaluate progress in instructional labs in the future, this study set out to understand the current state of instructional physics labs in…

Informed by theorizing positioning and agency, this article presents a case study by examining a science teacher's positioning acts and her agency development in a middle school in New York City. An analysis of this teacher's teaching narratives reveals that when she positioned her emergent multilingual students as "whole people," who…

Over the past few decades, a growing body of evidence demonstrates that students learn best in engaging, interactive, collaborative, and inquiry-based environments. However, most college science classes are still taught with traditional methods suggesting the existing selection of research-based instructional materials has not widely transformed…

Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are…