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A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers' images of effective primary science practice
14 references·2 citing·45 second hop
A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers' images of effective primary science practice (2001)A longitudinal study of the influences of…Social Research Methods (2013)Social Research MethodsQualitative Research In Education (2004)Qualitative Research In Educa…Tugboats and tennis games: Preservice conceptions of teaching and learning revealed through metaphors (1995)Tugboats and tennis games: Pr…Handbook of research on science teaching and learning (1995)Handbook of research on scien…Elementary preservice teachers: constructing conceptions about learning science, teaching science and the nature of science (1995)Elementary preservice teacher…The nature and development of preservice science teachers' conceptions of subject matter and pedagogy (1994)The nature and development of…Metacognition and learning to teach (1994)Metacognition and learning to…Preservice biology teachers' knowledge structures as a function of professional teacher education: A year‐long assessment (1993)Preservice biology teachers' …A case study exploration of development in preservice science teachers (1993)A case study exploration of d…Professional Growth Among Preservice and Beginning Teachers (1992)Professional Growth Among Pre…In search of an interdisciplinary collaborative design for studying teacher education (1991)In search of an interdiscipli…Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. 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Findings from project 2061's curriculum evaluation study: Life science (2004)Learning from curriculum materials: Scaffolds for new teachers? (2008)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Cognition and the Culture of Learning (1989)Pre‐service teachers’ understanding and teaching of nature of science: An intervention study (2001)Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development (2011)Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice (2014)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Children's ideas in science (1985)Staff Development and the Process of Teacher Change (1986)Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse (1998)¿Cómo enseñar ciencias? Principales tendencias y propuestas (1999)Más allá de las ideas previas como dificultades de aprendizaje: las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de ciencias (2000)Naturalistic inquiry (1985)Those Who Understand: Knowledge Growth in Teaching (1986)Preservice Teachers‘ Classroom Practice and Their Conceptions of the Nature of Science (1997)Rethinking the elementary science methods course: a case for content, pedagogy, and informal science education (2000)Secondary Teachers’ Knowledge and Beliefs about Subject Matter and their Impact on Instruction (2006)Human Problem Solving (1972)Judgment under Uncertainty: Heuristics and Biases (1975)Telling more than we can know: Verbal reports on mental processes. (1977)Improving Students' Ability to Identify and Use Source Information (2002)Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past (2007)Historical Thinking and other Unnatural Acts (2010)Stories of Experience and Narrative Inquiry (1990)Reflection in teacher education: Towards definition and implementation (1995)A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry (1998)Teacher beliefs and technology integration practices: A critical relationship (2012)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)Working in the Interpretive Zone: Conceptualizing Collaboration in Qualitative Research Teams (1996)Regimes of Trustworthiness in Qualitative Research: The Rigors of Reciprocity (2001)The influence of core teaching conceptions on teachers' use of inquiry teaching practices (2007)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Constructing 21st-Century Teacher Education (2006)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review (2016)What Influences Saturation? Estimating Sample Sizes in Focus Group Research (2019)Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms (2021)
this work references cited by second hop

References

  • 2013Social Research Methods6,542 cited
  • 1990Handbook of research on teacher education3,748 cited
  • 1995Handbook of research on science teaching and learning2,062 cited
  • 1992Professional Growth Among Preservice and Beginning Teachers1,960 cited
  • 1991Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence.1,267 cited
  • 2004Qualitative Research In Education394 cited
  • 1988Using Textbooks and Teachers' Guides: A Dilemma for Beginning Teachers and Teacher Educators273 cited
  • 1994The nature and development of preservice science teachers' conceptions of subject matter and pedagogy208 cited
  • 1993Preservice biology teachers' knowledge structures as a function of professional teacher education: A year‐long assessment144 cited
  • 1994Metacognition and learning to teach121 cited
  • 1995Elementary preservice teachers: constructing conceptions about learning science, teaching science and the nature of science116 cited
  • 1993A case study exploration of development in preservice science teachers105 cited
  • 1995Tugboats and tennis games: Preservice conceptions of teaching and learning revealed through metaphors61 cited
  • 1991In search of an interdisciplinary collaborative design for studying teacher education46 cited

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  • 2010The Multiple Meanings of Play: Exploring Preservice Teachers' Beliefs About a Central Element of Early Childhood Education57 cited
  • 2016Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States49 cited