References
- Abell, S. K. (2007). Research on science teacher knowledge. In S. K.Abell & N. G.Lederman (Eds.), Handbook of research on science education (pp. 1105–1150). Mahwah, NJ: Lawrence Erlbaum Associates.
- Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea?International Journal of Science Education, 30, 1405–1416.
- Abell, S. K., Appleton, K., & Hanuscin, D. L. (2010). Designing and teaching the elementary science methods course. New York, NY: Routledge.
- Abell, S. K., Park Rogers, M. A., Hanuscin, D., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20, 77–93.
- Alonzo, A. C. (2012). Learning progressions: Significant promise, significant challenge. Zeitschrift für Erziehungswissenschaft, 15, 95–109.
- Berry, A. (2007). Self-study in teaching about teaching. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1295–1332). Dordrecht: Kluwer.
- Bullock, S. M., & Ritter, J. K. (2011). Exploring the transition into academia through collaborative self-study. Studying Teacher Education, 7, 171–181.
- Elliott-Johns, S. E., & Tidwell, D. L. (2013). Different voices, many journeys: Explorations of the transformative nature of self-study of teacher education practices. Studying Teacher Education, 9, 91–95.
- Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
- Harlen, W. (2001). Primary science…taking the plunge: How to teach primary science more effectively for ages 5 to 12 (2nd ed.). Portsmouth, NH: Heinemann.
- John, P. D. (2006). Lesson planning and the student teacher: Re-thinking the dominant model. Journal of Curriculum Studies, 38, 483–498.
- LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–870). Dordrecht, The Netherlands: Kluwer.
- Lawrence Hall of Science. (2014). Full-option science system (FOSS). Retrieved from http://www.fossweb.com/what-is-foss.
- Leach, J., & Scott, P. (2002). Designing and evaluating science teaching sequences: An approach drawing upon the concept of learning demand and a social constructivist perspective on learning. Studies in Science Education, 38, 115–142.
- Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1, 5–16.
- Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. New York, NY: Routledge.
- Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 74, 151–171.
- Loughran, J., & Berry, A. (2005). Modeling by teacher educators. Teaching and Teacher Education, 21, 193–203.
- Loughran, J., & Northfield, J. (1998). A framework for the development of self-study practice. In M. L.Hamilton, S.Pinnegar, T.Russell, J.Loughran, & V.LaBoskey (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 7–18). Bristol, PA: Falmer Press.
- Louie, B. Y., Drevdahl, D. J., Purdy, J. M., & Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74, 151–171.
- Magnusson, S., Krajcik, J., & Borko, H. (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, The Netherlands: Kluwer.
- Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: The developing expertise of beginning teachers. Teachers and Teaching: Theory and Practice, 17, 399–416.
- National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
- Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research. Dordrecht, The Netherlands: Springer.
- Ritter, J. S. (2007). Forging a pedagogy of teacher education: The challenges of moving from classroom teacher to teacher educator. Studying Teacher Education, 3, 5–22.
- Ryan, G., & Bernard, H. (2000). Data management and analysis methods. In N.Denzin & Y.Lincoln (Eds.), Handbook of qualitative research (pp. 769–802). Thousand Oaks, CA: Sage.
- Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions: A review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81, 530–565.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–21.
- Smolleck, L., & Hershberger, V. (2011). Playing with science: An investigation of young children's science conceptions and misconceptions. Current Issues in Education, 14. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/324/120.
- Strangis, D. E., Pringle, R. M., & Knopf, H. T. (2006). Road map or roadblock? Science lesson planning and preservice teachers. Action in Teacher Education, 28, 73–84.
- Whitehead, J. (1993). The growth of educational knowledge: Creating your own living educational theories. Bournemouth, UK: Hyde Publications.
- Wood, T. (1998). Alternative patterns of communication in mathematics classes: Funneling or focusing? In H.Steinbring, M. G.Bartolini Bussi, & A.Sierpinska (Eds.), Language and communication in the mathematics classroom (pp. 167–178). Reston, VA: National Council of Teachers of Mathematics.
- Wood, D., & Borg, T. (2010). The rocky road: The journey from classroom teacher to teacher educator. Studying Teacher Education, 6, 17–28.
- Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117–124.