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Creating Professional Identity: Dilemmas and Metaphors of a First-Year Chemistry Teacher.
Peer reviewed Peer reviewed
Volkmann, Mark J.; Anderson, Maria A. – Science Education, 1998
Examines the teaching journal of a first-year chemistry teacher to understand how teachers create professional identities. Focuses on three dilemmas related to feeling like a student versus the expectation to act like an adult, wanting to care for students rather than be tough, and feeling incompetent in the subject matter. Contains 47 references.…
Descriptors: Chemistry, Knowledge Base for Teaching, Learning Strategies, Problem Solving
Science Teaching as Knowledgability: A Case Study of Knowing and Learning during Coteaching.
Peer reviewed Peer reviewed
Roth, Wolff-Michael – Science Education, 1998
Investigates what two teachers learn from each other as they engage in the three-month coteaching of an engineering curriculum to Grades four and five. Provides direct and indirect evidence of teachers' knowledgability. Contains 34 references. (DDR)
Descriptors: Cooperation, Elementary Education, Engineering Education, Knowledge Base for Teaching
School Science Culture: A Case Study of Barriers To Developing Professional Knowledge.
Peer reviewed Peer reviewed
Munby, Hugh; Cunningham, Malcolm; Lock, Cinde – Science Education, 2000
Presents a detailed case study of a ninth grade science teacher to explain how school science constrains the development of her professional knowledge. Concludes that the version of experiment and inquiry seemingly prescribed by the institutional science of school is antithetical to the sort of explanatory inquiry the teacher uses when planning…
Descriptors: Faculty Development, High Schools, Knowledge Base for Teaching, Reflective Teaching
Educating Prospective Teachers of Biology: Findings, Limitations, and Recommendations.
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Hewson, Peter W.; Tabachnick, B. Robert; Zeichner, Kenneth M.; Lemberger, John – Science Education, 1999
Summarizes a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put hem into practice. Concludes that there are influences on prospective teachers from their content coursework that have significant implications for how they view…
Descriptors: Action Research, Biology, Constructivism (Learning), Elementary Secondary Education
Educating Prospective Teachers of Biology: Introduction and Research Methods.
Peer reviewed Peer reviewed
Hewson, Peter W.; Tabachnick, B. Robert; Zeichner, Kenneth M.; Blomker, Kathryn B.; Meyer, Helen; Lemberger, John; Marion, Robin; Park, Hyun-Ju; Toolin, Regina – Science Education, 1999
Introduces an issue that details a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put them into practice. Presents a conceptual framework for science-teacher education, and describes the context and major questions of the…
Descriptors: Action Research, Biology, Constructivism (Learning), Elementary Secondary Education