This qualitative case study explores teachers' epistemic agency during the implementation of interdisciplinary pedagogy in an Israeli high school. We examined science teachers collaborating on curriculum design through observations of weekly meetings. Micro-analysis of a pivotal meeting uncovered conditions shaping teachers' epistemic agency. Our…

Despite calls for more attention to the preparation of those who prepare teachers, there have been few examples of institutionally sanctioned and structured learning opportunities created to equip faculty with the knowledge and skills necessary to become effective teacher educators. In this paper, we describe a cross-disciplinary and collaborative…

Science teacher educators (STEs) have key roles in the educational system through their preparation of pre- and in-service science teachers and in implementing future-oriented policy reforms. Given the complexity and importance of their role, what types of knowledge do STEs need? STEs come from a range of backgrounds and there are few systematic…

Despite the impetus from professional organizations for science and mathematics integration, few teacher training programs provide opportunities for teachers to develop the knowledge and skills in effective content integration. This study reports on the impact of a graduate course on in-service middle school, math, and science teachers'…

This study explored the teacher knowledge manifestation of Integrated Science (IS) teachers who have specialised in Chemistry, Biology or Physics during their pre-service teacher education. 60 experienced Integrated Science teachers responded to an 'Integrated Science Teacher Knowledge' questionnaire which embraced different dimensions of teacher…

This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of…

This paper investigates Lebanese grade 7 biology teachers' mathematical knowledge and skills, by exploring how they explain a visual representation in an activity depending on the mathematical concept "Function". Twenty Lebanese in-service biology teachers participated in the study, and were interviewed about their explanation for the…

A science teacher has the advantage of hooking learners with all their senses: flashes, bangs and smells. The science labs are something that many learners at the start of secondary school (high school) are eager to explore, and when there is an open day at school it feels unfair that the mathematics department has to try to compete for excitement…

Engineering design activities can help educators to apply concepts and processes from within and across STEM domains. To facilitate these connections, there is a need for sustained, job-embedded, and collegial professional development that brings together teachers from across STEM domains to engage in design-based activities. These activities can…

The purpose of this mixed-methods study was to evaluate the efficacy of 14 Mathematics, Science and Technology Teacher Preparation (MSTTP) academies located across the state of Texas. The aim of the academies was to increase the number of highly qualified mathematics, science and technology teachers, while also improving the quality of certified…

"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators,…

The purpose of this research study was to examine the level of elementary education majors' science content knowledge; pedagogical knowledge; and pedagogical content knowledge in order to evaluate the effectiveness of a new teacher preparation program for undergraduate students with a science area of concentration, developed as part of the Quality…

This paper examines the development of science content knowledge of elementary teachers (N=25) as a result of participating in a summer science Institute funded by the Massachusetts Department of Education and the National Science Foundation. The institute was designed to integrate the physical, life, and earth sciences by addressing the National…

Describes a 12-day teacher inservice course in oceanography and coastal processes that focuses on enhanced content knowledge, improved teaching strategies, role modeling, and leadership development. The primary objective is improving the teaching techniques of elementary and middle school teachers of predominantly minority students. Strategies…

A major goal of any teacher education program is to prepare prospective teachers to know what to do in a classroom of children and how to do it effectively. The purpose of this research study was to examine the level of first-year teachers' science content knowledge, pedagogical knowledge, and pedagogical content knowledge in order to evaluate the…