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Preservice biology teachers' knowledge structures as a function of professional teacher education: A year‐long assessment

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References

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1989A case study of high school teachers' decision making models for planning and teaching science236 cited

Cited by

2001Pre‐service teachers’ understanding and teaching of nature of science: An intervention study140 cited
2014Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice135 cited
2011Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development129 cited
1997Becoming a Teacher: Self and the Social Location of Teacher Education126 cited
2004Knowledge Integration in Science Teaching: Analysing Teachers' Knowledge Development122 cited
1998The Subject Matter Knowledge of Preservice Science Teachers112 cited
2002The Use and Impact of Explicit Instruction about the Nature of Science and Science Inquiry in an Elementary Science Methods Course110 cited
2006Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs103 cited
1999Relationships between prospective elementary teachers' classroom practice and their conceptions of biology and of teaching science102 cited
1996Concepciones y prácticas de aula de profesores de ciencias, en formación inicial de primaria y secundaria99 cited
1994The accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education98 cited
2007Knowing the subject matter of a secondary‐school science subject96 cited
2001Student teachers' conceptions about effective primary science teaching: a longitudinal study85 cited
2016Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach78 cited
2006Exploring Chemistry Teachers’ Knowledge Base78 cited
2012Learning to Teach and Teaching to Learn – Primary science student teachers´ complex journey from learners to teachers.76 cited