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Jeffrey Nordine, Stefan Sorge, Ibrahim Delen, Robert Evans, Kalle Juuti, Jari Lavonen, Pernilla Nilsson, Mathias Ropohl & Matthias Stadler. (2021) Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education 32:8, pages 911-933.
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Elizabeth A.C. Rushton & Michael J. Reiss. (2021) Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature. Studies in Science Education 57:2, pages 141-203.
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Shannon L. Navy, Jennifer L. Maeng & Randy L. Bell. (2019) Learning from a State Professional Development Conference for Science Teachers: Beginning Secondary Science Teachers’ Experiences. Journal of Science Teacher Education 30:4, pages 409-428.
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Stephen L. Thompson & Ed Emmer. (2019) Closing the Experience Gap: The Influence of an Immersed Methods Course in Science. Journal of Science Teacher Education 30:3, pages 300-319.
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S.L. Navy, J.A. Luft, R. Toerien & P.W. Hewson. (2018) Practices influenced by policy? An exploration of newly hired science teachers at sites in South Africa and the United States. International Journal of Science Education 40:8, pages 919-939.
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Phihlo Pitjeng-Mosabala & Marissa Rollnick. (2018) Exploring the development of novice unqualified graduate teachers’ topic-specific PCK in teaching the particulate nature of matter in South Africa’s classrooms. International Journal of Science Education 40:7, pages 742-770.
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Ryan S. Nixon, Kathleen M. Hill & Julie A. Luft. (2017) Secondary Science Teachers’ Subject Matter Knowledge Development Across the First 5 Years. Journal of Science Teacher Education 28:7, pages 574-589.
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Julie A. Luft, Shannon L. Dubois, Ryan S. Nixon & Benjamin K. Campbell. (2015) Supporting newly hired teachers of science: attaining teacher professional standards. Studies in Science Education 51:1, pages 1-48.
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Asta B Schram. (2014) A Mixed Methods Content Analysis of the Research Literature in Science Education. International Journal of Science Education 36:15, pages 2619-2638.
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Betty Achinstein & Emily Davis. (2014) The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers. Mentoring & Tutoring: Partnership in Learning 22:2, pages 104-126.
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Shannon L. Dubois & Julie A. Luft. (2014) Science Teachers Without Classrooms of Their Own: A Study of the Phenomenon of Floating. Journal of Science Teacher Education 25:1, pages 5-23.
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EunJin Bang & Julie A. Luft. (2014) Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program. Journal of Science Teacher Education 25:1, pages 25-51.
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Siham Al-Amoush, Muhammet Usak, Mehmet Erdogan, Silvija Markic & Ingo Eilks. (2013) Pre-service and in-service teachers’ beliefs about teaching and learning chemistry in Turkey. European Journal of Teacher Education 36:4, pages 464-479.
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Morag Findlay & Tom
G.K. Bryce. (2012) From Teaching Physics to Teaching Children: Beginning teachers learning from pupils. International Journal of Science Education 34:17, pages 2727-2750.
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Alan Brown. (2012) Gender integration of a core content area teacher/athletic coach in the rural southeastern United States. Sport, Education and Society 17:5, pages 627-646.
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Oliver Dreon & Scott McDonald. (2012) Being in the hot spot: a phenomenological study of two beginning teachers’ experiences enacting inquiry science pedagogy. Teachers and Teaching 18:3, pages 297-313.
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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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Articles from other publishers (42)
Jianyun She & Kennedy Kam Ho Chan. (2022) Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance. Journal of Research in Science Teaching 60:3, pages 568-607.
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Dustin Schiering, Stefan Sorge, Melanie M. Keller & Knut Neumann. (2022)
A proficiency model for
pre‐service
physics teachers' pedagogical content knowledge (
PCK
)—What constitutes
high‐level PCK
?
. Journal of Research in Science Teaching 60:1, pages 136-163.
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Julie A. Luft, Shannon L. Navy, Sissy S. Wong & Kathleen M. Hill. (2022) The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers. Journal of Research in Science Teaching 59:9, pages 1692-1725.
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Daniel Cottle. (2021) Harnessing the potential of recently retired physics teachers to mentor new physics teachers. Physics Education 57:1, pages 015020.
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Eric Banilower & Laura Craven. (2020) Factors Associated with High-Quality Computer Science Instruction: Data from a Nationally Representative Sample of High School Teachers. Factors Associated with High-Quality Computer Science Instruction: Data from a Nationally Representative Sample of High School Teachers.
Star W. Lee. (2019) The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants. CBE—Life Sciences Education 18:1, pages ar5.
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Aaron J. Sickel & Patricia Friedrichsen. (2017) Using Multiple Lenses to Examine the Development of Beginning Biology Teachers’ Pedagogical Content Knowledge for Teaching Natural Selection Simulations. Research in Science Education 48:1, pages 29-70.
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Ryan S. Nixon, Julie A. Luft & Richard J. Ross. (2017) Prevalence and predictors of out‐of‐field teaching in the first five years. Journal of Research in Science Teaching 54:9, pages 1197-1218.
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Lina Viviana Melo-Niño, Florentina Cañada & Vicente Mellado. (2015) Initial Characterization of Colombian High School Physics Teachers’ Pedagogical Content Knowledge on Electric Fields. Research in Science Education 47:1, pages 25-48.
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Sunduk Lee, Munsuk Go, Jeonghee Nam & Sunwoo Lee. (2016) Investigation of a Mentor-Teacher Qualification Standard through the Analysis of Interaction in Mentoring Conversations. Journal of The Korean Association For Science Education 36:6, pages 877-893.
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Elizabeth Mavhunga & Marissa Rollnick. (2015) Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study. Research in Science Education 46:6, pages 831-855.
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Tanya Chichekian, Bruce M. Shore & Diana Tabatabai. (2016) First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction. SAGE Open 6:2, pages 215824401664901.
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Jennifer Ceven McNally. (2016) Learning from one's own teaching: New science teachers analyzing their practice through classroom observation cycles. Journal of Research in Science Teaching 53:3, pages 473-501.
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Eunjin Bang & Julie A. Luft. 2016. Studying Science Teacher Identity. Studying Science Teacher Identity
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Betty Achinstein & Bradley Fogo. (2015) Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching and Teacher Education 45, pages 45-58.
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Siham Al-Amoush, Silvija Markic, Muhammet Usak, Mehmet Erdogan & Ingo Eilks. (2013) BELIEFS ABOUT CHEMISTRY TEACHING AND LEARNING—A COMPARISON OF TEACHERS’ AND STUDENT TEACHERS’ BELIEFS FROM JORDAN, TURKEY AND GERMANY. International Journal of Science and Mathematics Education 12:4, pages 767-792.
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Yasemin Copur-Gencturk, Barbara Hug & Sarah Theule Lubienski. (2014) The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys. Journal of Research in Science Teaching 51:2, pages 219-249.
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Barbara A. Crawford, Daniel K. Capps, Jan van Driel, Norman Lederman, Judith Lederman, Julie A. Luft, Sissy Wong, Aik Ling Tan, Shirley S. L. Lim, John Loughran & Kathy Smith. 2014. Topics and Trends in Current Science Education. Topics and Trends in Current Science Education
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Marika Kapanadze & Silvija Markic. (2013) A Broad View on Georgian Science Teachers' and Science Student Teachers' Beliefs about Teaching and Learning. EURASIA Journal of Mathematics, Science and Technology Education 9:2.
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Julie Luft. (2012) Subject-Specific Induction Programs: Lessons from Science. Teachers College Record: The Voice of Scholarship in Education 114:14, pages 417-442.
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Angela F. L. Wong, Sylvia Chong, Doris Choy & Kam Ming Lim. (2011) Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching. Educational Research for Policy and Practice 11:2, pages 105-117.
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Leslie Upson Bradbury. (2010) Educative mentoring: Promoting reform-based science teaching through mentoring relationships. Science Education 94:6, pages 1049-1071.
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