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Handbook of Research on Science Teacher Education

1, 2022

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Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers

CBE - Life Sciences Education, 2022-09, Vol.21 (3), p.rm33-rm33

2022

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Experienced Secondary Science Teachers' Representation of Pedagogical Content Knowledge

International journal of science education, 2008-08, Vol.30 (10), p.1343-1363

2008

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Prevalence and Predictors of Out-of-Field Teaching in the First Five Years

Journal of research in science teaching, 2017-11, Vol.54 (9), p.1197-1218

2017

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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, 2022-11, Vol.59 (9), p.1692-1725

2022

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Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching

International journal of science education, 2009-11, Vol.31 (17), p.2355-2384

Luft, Julie A.

2009

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Accessed or latent resources? Exploring new secondary science teachers' networks of resources

Journal of research in science teaching, 2020-02, Vol.57 (2), p.184-208

2020

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Beginning secondary science teacher induction: A two-year mixed methods study

Journal of research in science teaching, 2011-12, Vol.48 (10), p.1199-1224

2011

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Relationships between Undergraduate Instructors' Conceptions of How Students Learn and Their Instructional Practices

Journal of research in science teaching, 2023-11, Vol.60 (9), p.2076-2110

2023

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In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field

Journal of science teacher education, 2020-10, Vol.31 (7), p.802-820

2020

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The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching

European journal of teacher education, 2021-10, Vol.44 (5), p.611-626

2021

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Effects of subject-area degree and classroom experience on new chemistry teachers' subject matter knowledge

International journal of science education, 2016-07, Vol.38 (10), p.1636-1654

2016

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Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences

Science education (Salem, Mass.), 2011-11, Vol.95 (6), p.1124-1146

2011

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Constructing Explanations in an Active Learning Preparatory Chemistry Course

Journal of chemical education, 2020-03, Vol.97 (3), p.626-634

2020

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Secondary Science Teachers' Beliefs and Persistence: A Longitudinal Mixed-Methods Study

Journal of science teacher education, 2015-11, Vol.26 (7), p.619-645

2015

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Changing inquiry practices and beliefs: the impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers

International journal of science education, 2001-05, Vol.23 (5), p.517-534

Luft, Julie A

2001

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Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons

International journal of science education, 2004-01, Vol.26 (1), p.3-24

2004

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Exploring the noticing of science teachers: What teachers' notice and using video to capture teacher knowledge

School science and mathematics, 2024-06, Vol.124 (3), p.159-170

2024

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Secondary Science Teachers' Subject Matter Knowledge Development Across the First 5 Years

Journal of science teacher education, 2017-01, Vol.28 (7), p.574-589

2017

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Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers

Journal of science teacher education, 2019-01, Vol.30 (1), p.63-79

2019

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Knowing more than their students: Characterizing secondary science teachers’ subject matter knowledge

School science and mathematics, 2019-03, Vol.119 (3), p.150-160

2019

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Modifying Scientific Research Into Introductory Science Course Lessons Using a 5E Lesson Format: An Active Learning Approach

Journal of college science teaching, 2019-05, Vol.48 (5), p.14-21

2019

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Supporting newly hired teachers of science: attaining teacher professional standards

Studies in science education, 2015-01, Vol.51 (1), p.1-48

2015

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Reaching for the Future

The Science teacher (National Science Teachers Association), 2019-01, Vol.86 (5), p.34-39

2019

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Reaching for the Future: Building a professional trajectory

The Science teacher (National Science Teachers Association), 2019-01, Vol.86 (5), p.34-39

2019

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Handbook of Research on Science Teacher Education

Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers

Experienced Secondary Science Teachers' Representation of Pedagogical Content Knowledge

Prevalence and Predictors of Out-of-Field Teaching in the First Five Years

The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers

Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching

Accessed or latent resources? Exploring new secondary science teachers' networks of resources

Beginning secondary science teacher induction: A two-year mixed methods study

Relationships between Undergraduate Instructors' Conceptions of How Students Learn and Their Instructional Practices

In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field

The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching

Effects of subject-area degree and classroom experience on new chemistry teachers' subject matter knowledge

Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences

Constructing Explanations in an Active Learning Preparatory Chemistry Course

Secondary Science Teachers' Beliefs and Persistence: A Longitudinal Mixed-Methods Study

Changing inquiry practices and beliefs: the impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers

Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons

Exploring the noticing of science teachers: What teachers' notice and using video to capture teacher knowledge

Secondary Science Teachers' Subject Matter Knowledge Development Across the First 5 Years

Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers

Knowing more than their students: Characterizing secondary science teachers’ subject matter knowledge

Modifying Scientific Research Into Introductory Science Course Lessons Using a 5E Lesson Format: An Active Learning Approach

Supporting newly hired teachers of science: attaining teacher professional standards

Reaching for the Future

Reaching for the Future: Building a professional trajectory

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