Teacher professional development (PD) is essential to continuously improve teaching skills, to adapt to diverse student needs, and to promote equity and inclusion. Only a few studies to date have synthesized how PD programs improve teachers' content knowledge and instructional quality, as well as students' academic performance. In this…

Examines changes in the science content representations of two prospective elementary teachers during their first year in an experimental teacher preparation program. Finds that opportunities to engage in cycles of instruction guided by structured considerations for content representation contributed to improvements in the teachers' science…

Examines similarities and differences between the experienced and novice science teachers' (n=23) pedagogical content knowledge with respect to demonstration teaching. Concludes that experienced demonstrators have a broader understanding for chemical demonstration teaching than do novices. Suggestions are made to assist novice teachers in…