References
- Agee, J. (2009). Developing qualitative research questions: A reflective process. International Journal of Qualitative Studies in Education, 22, 431–447. 10.1080/09518390902736512
- Arons, A. B. (1989). What science should we teach? In T. B. S. Curriculum (Ed.), A BSCS thirtieth anniversary symposium: Curriculum development for the year 2000 (pp. 13–20). Colorado Springs, CO: BSCS.
- Bolhuis, S. (2006). Professional development between teachers’ practical knowledge and external demands. Plea for a broad social-constructivist and critical approach. In F. K. Oser, F. Achtenhagen, & U. Renold (Eds.), Competence oriented teacher training. Old research demands and new pathways. Rotterdam: Sense.
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3–15. 10.3102/0013189X033008003
- Bybee, R. W. (1993). Reforming science education: Social perspectives and personal reflections. New York, NY: Teacher’s College Press.
- Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947–967. 10.1016/S0742-051X(02)00053-7
- Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.10.4324/9780203224342
- Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199. 10.3102/0013189X08331140
- Desimone, L., Porter, A. C., Garet, M., Yoon, K. S., & Birman, B. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24, 81–112. 10.3102/01623737024002081
- Elliott, R., Kazemi, E., Lesseig, K., Mumme, J., Carroll, C., & Kelley-Petersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. Journal of Teacher Education, 60, 364–379. 10.1177/0022487109341150
- Feldman, A. (2007). Validity and quality in action research. Educational Action Research, 15, 21–32. 10.1080/09650790601150766
- Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403–434. Retrieved from http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
- Fielding, G., & Schalock, H. (1985). Promoting the professional development of teachers and administrators. Eugene, OR: Center for Educational Policy and Management.
- Friedrichsen, P., Van Driel, J., & Abell, S. (2011). Taking a closer look at science teaching orientations. Science Education, 95, 358–376. 10.1002/sce.20428
- Ganser, T. (2000). An ambitious vision of professional development for teachers. NASSP Bulletin, 84, 6–12. 10.1177/019263650008461802
- Gess-Newsome, J. (1999). PCK: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 3–20). Dordrecht: Kluwer.
- Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). New York, NY: Routledge.
- Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15, 5–12. 10.3102/0013189X015005005
- Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381–391. 10.1080/135406002100000512
- Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42, 476–487. 10.3102/0013189X13512674
- Justi, R. & Van Driel, J. H. (2005). A case study on the development of a beginning chemistry teacher’s knowledge on models and modelling. Research in Science Education, 35, 197–219.
- Justi, R., & Van Driel, J. H. (2006). The use of the IMTPG as a framework for understanding the development of science teachers’ knowledge on models and modelling. Teaching & Teacher Education, 22, 437–450. 10.1016/j.tate.2005.11.011
- Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45, 169–204. 10.1080/03057260903142285
- Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
- Little, J. W. (2001). Professional development in pursuit of school reform. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 28–44). New York, NY: Teachers College Press.
- Lotter, C., Harwood, W. S., & Bonner, J. J. (2006). Overcoming a learning bottleneck: Inquiry professional development for secondary science teachers. Journal of Science Teacher Education, 17, 185–216. 10.1007/s10972-005-9002-3
- Magnusson, S., Borko, H., & Krajcik, J. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht: Kluwer Academic.
- Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. A methods sourcebook (3rd ed.). New York, NY: Sage.
- Ponte, P., Ax, J., Beijaard, D., & Wubbels, T. (2004). Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educators. Teaching and Teacher Education, 20, 571–588. 10.1016/j.tate.2004.06.003
- Rhine, S. (1998). The role of research and teachers’ knowledge base in professional development. Educational Researcher, 27, 27–31. 10.3102/0013189X027005027
- Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (pp. 905–947). Washington, DC: AERA.
- Schön, D. (1983). The reflective practitioner. How professionals think. New York, NY: Basic Books.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. Retrieved from http://hepg.org/her-home/issues/harvard-educational-review-volume-57,-issue-1/herarticle/foundations-of-the-new-reform_461
- Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis. Wellington: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/series/2515/15341
- Trauth-Nare, A., & Buck, G. (2011). Using reflective practice to incorporate formative assessment in a middle school science classroom: A participatory action research study. Educational Action Research, 19, 379–398. 10.1080/09650792.2011.600639
- Van Driel, J. H. & Berry, A. (2010). The Teacher Education Knowledge Base: Pedagogical Content Knowledge. In B. McGraw, P. L. Peterson, & E. Baker (Eds.), International Encyclopedia of Education (3rd ed.)., Vol. 7 (pp. 656–661). Oxford: Elsevier.
- Van Driel, J. H. (2014). Professional learning of science teachers. In C. Bruguiere, A. Tiberghien, & P. Clement (Eds.), Topics and trends in current science education (pp. 139–156). Dordrecht: Springer.
- Xu, H., & Pedder, D. (2014). Lesson Study: An international review of the research. In P. Dudley (Ed.), Lesson study: Professional learning for our time (pp. 29–58). London: Routledge.
- Zwart, R. C., Wubbels, T., Bergen, T. C. M., & Bolhuis, S. (2007). Experienced teacher learning within the context of reciprocal peer coaching. Teachers and Teaching: Theory & Practice, 13, 165–187.