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Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations
16 references·13 citing·27 second hop
Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations (2005)Substantive-level theory of highly regard…How people learn (2000)How people learnHandbook of qualitative research (2000)Handbook of qualitative resea…Qualitative inquiry and research design: choosing among five traditions. (1998)Qualitative inquiry and resea…Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Basics of qualitative researc…Handbook of educational psychology (1997)Handbook of educational psych…Research Design: Qualitative and Quantitative Approaches (1996)Research Design: Qualitative …Handbook of Qualitative Research (1994)Handbook of Qualitative Resea…Changing teachers, changing times: teachers' work and culture in the postmodern age (1994)Changing teachers, changing t…Doing Naturalistic Inquiry: A Guide to Methods (1993)Doing Naturalistic Inquiry: A…Basics of Grounded Theory Analysis: Emergence Vs. Forcing (1992)Basics of Grounded Theory Ana…Case Study Research: Design and Methods (1991)Case Study Research: Design a…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Case Study Research: Design and Methods (1984)Case Study Research: Design a…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)The Discovery of Grounded The…The Discovery of Grounded Theory: Strategies for Qualitative Research (1968)The Discovery of Grounded The…The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)The Discovery of Grounded The…A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK ? 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How people learn
2,544 cited

Cited by

  • 2019Selecting Socio-scientific Issues for Teaching126 cited
  • 2008Science Teachers' Inspiration for Teaching Socio‐scientific Issues: Disconnection with reform efforts114 cited
  • 2012The Development of Prospective Secondary Biology Teachers PCK95 cited
  • 2014The nature and development of interaction among components of pedagogical content knowledge in practicum90 cited
  • 2013The nature of integration among PCK components: A case study of two experienced chemistry teachers89 cited
  • 2004Learning to teach physics through inquiry: The lived experience of a graduate teaching assistant88 cited
  • 2015Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education83 cited
  • 2014Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching74 cited
  • 2005Giving priority to evidence in science teaching: A first‐year elementary teacher's specialized practices and knowledge73 cited
  • 2011A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry69 cited
  • 2012Prospective Elementary Teachers' Science Teaching Orientations and Experiences that Impacted their Development64 cited
  • 2022A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK ?62 cited
  • 2016Investigating Greek Biology Teachers’ attitudes towards Evolution Teaching with respect to their Pedagogical Content Knowledge: suggestions for their Professional Development24 cited