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Joel D. Donna & Sarah R. Hick. (2017) Developing Elementary Preservice Teacher Subject Matter Knowledge Through the Use of Educative Science Curriculum Materials. Journal of Science Teacher Education 28:1, pages 92-110.
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Marissa Rollnick, Betty T. Dlamini & John Bradley. (2015) Unawareness to Production, Dropout to Innovator—Primary teachers' understanding and use of a science, technology and society approach to science teaching. International Journal of Science Education 37:8, pages 1202-1224.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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T.G. K. Bryce & E.
J. Blown. (2012) The Novice-Expert Continuum in Astronomy Knowledge. International Journal of Science Education 34:4, pages 545-587.
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Dawn Garbett. (2011) Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education. Journal of Science Teacher Education 22:8, pages 729-743.
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John
G. Sharp, Rebecca Hopkin & Brian Lewthwaite. (2011) Teacher Perceptions of Science in the National Curriculum: Findings from an application of the Science Curriculum Implementation Questionnaire in English primary schools. International Journal of Science Education 33:17, pages 2407-2436.
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Mijung Kim & Aik‐Ling Tan. (2011) Rethinking Difficulties of Teaching Inquiry‐Based Practical Work: Stories from elementary pre‐service teachers. International Journal of Science Education 33:4, pages 465-486.
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John Sharp, Rebecca Hopkin, Sarah James, Graham Peacock, Lois Kelly, Dan Davies & Rob Bowker. (2009) Teacher preparation and the national primary science curriculum: a twentieth‐anniversary perspective. Research Papers in Education 24:3, pages 247-263.
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Stavroula Kaldi. (2009) Student teachers' perceptions of self‐competence in and emotions/stress about teaching in initial teacher education. Educational Studies 35:3, pages 349-360.
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Marilyn Fleer. (2009) Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts. International Journal of Science Education 31:8, pages 1069-1089.
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Roger Lock, Allan Soares & Julie Foster. (2009) Mentors' written lesson appraisals: the impact of different mentoring regimes on the content of written lesson appraisals and the match with pre‐service teachers' perceptions of content. Journal of Education for Teaching 35:2, pages 133-143.
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Articles from other publishers (9)
Denise Balmer. (2021) The value of short Earth science continuing professional development for trainee primary school teachers. Geoscience Communication 4:1, pages 33-41.
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Adem TAŞDEMİR. (2021) İLKOKUL FEN BİLİMLERİ DERSİ KONULARINDA YER ALAN KAVRAMLARA YÖNELİK SINIF ÖĞRETMEN ADAYLARININ HAZIR BULUNUŞLUK DÜZEYLERİ. Trakya Eğitim Dergisi 11:1, pages 94-112.
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Yujin Lee, Robert M. Capraro & Ali Bicer. (2019) Affective Mathematics Engagement: a Comparison of STEM PBL Versus Non-STEM PBL Instruction. Canadian Journal of Science, Mathematics and Technology Education 19:3, pages 270-289.
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Laura M. Desimone & Kirsten Lee Hill. (2017) Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention. Educational Evaluation and Policy Analysis 39:3, pages 511-536.
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Lorraine Mccormack. 2015. Understanding Science Teachers’ Professional Knowledge Growth. Understanding Science Teachers’ Professional Knowledge Growth
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Brandon S. Diamond, Jaime Maerten-Rivera, Rose Elizabeth Rohrer & Okhee Lee. (2014) Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results. Journal of Research in Science Teaching 51:5, pages 635-658.
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Barbara L. Nowicki, Barbara Sullivan-Watts, Minsuk K. Shim, Betty Young & Robert Pockalny. (2012) Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons. Research in Science Education 43:3, pages 1135-1154.
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Laura Colucci-Gray, Anna Perazzone, Martin Dodman & Elena Camino. (2012) Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity. Cultural Studies of Science Education 8:1, pages 127-183.
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Laura Colucci-Gray & Christine Fraser. (2008) Contested Aspects of Becoming a Teacher: Teacher Learning and the Role of Subject Knowledge. European Educational Research Journal 7:4, pages 475-486.
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