Background: Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn…

Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses…

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links…

This paper reports on a design experiment of web-based curriculum materials explicitly created to help social studies teachers develop their professional teaching knowledge. Web-based social studies curriculum reform efforts, human-centered interface design, and investigations into educative curriculum materials are reviewed, as well as…

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional…

Arising from a longitudinal study examining the influence of school reform on teachers' knowledge communities and communities of knowing, this narrative inquiry traces the development of a workshop approach to reading and writing, principally through the introduction of a staff developer, to the school's professional knowledge landscape and to the…

In an attempt to better support the mathematics and science learning experiences of preservice teacher candidates, a new course of study was created as part of a teacher certification program at a mid-Atlantic liberal art university. Entitled Investigations in Science and Mathematics, the two semester course adopted an integrated inquiry and…

The author of this paper posits that inquiry-based learning (IBL) enacted via a modified Moore method (MMM) is a content-driven pedagogy; as such it is content-centred not instructor-centred or student-centred. The MMM is a philosophy of education where student must master material by doing; not simply discussing, reading, or seeing it and that…

This article explores teachers' assessment knowledge and practice through a narrative inquiry of a college EFL teacher, Betty (pseudonym), in the People's Republic of China. Drawing on Crites' (1971) notions of "sacred stories" and "secret stories" in teachers' professional knowledge landscapes (Connelly & Clandinin, 1995),…

Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit-based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what…

This article examines the challenges of discussing deeply rooted notions of ability, intelligence, and tracking in teacher inquiry groups and offers suggestions to educators who want to begin dialogue about detracking at their schools. Specifically, this article underscores the importance of unpacking the terms tracking and detracking, exploring…

Explores various stances on the relationship between teacher knowledge, practice, and inquiry, noting the potential outcomes of these stances on education and society. The article essentializes these views into a modernistic stance, systems stance, and critical stance and discusses variations found within the stances. It concludes by identifying…

This study was designed to investigate the effect on teachers and their students of a model of professional development that immerses teachers in scientific inquiry appropriate to their classrooms while modeling the use of reform-based pedagogical strategies for teaching science. The course was designed and team taught as a collaborative effort…

This report presents the results of a mail survey conducted to ascertain Texas elementary teachers' opinions of their level of preparedness to implement the Texas Essential Knowledge and Skills (TEKS) science curriculum. Most of the teachers (89%) had read the TEKS science curriculum requirements, and many (55.9%) did not think the requirements…

Echoing the current emphasis on examining changes in teacher beliefs, combined with the central role of inquiry in reform, this article argues that science "education" research experiences should hold promise in shaping preservice teachers' beliefs about the role of inquiry in understanding classroom science teaching. The aim of this…