This study is an attempt to gain new insight, on behalf of science teachers, into the integration of metacognition (MC) into science education. Participants were 44 elementary school science teachers attending an in-service teacher-training (INST) program. Data collection was carried out by several data sources: recordings of all verbal…

As multimedia and technological savvy continue to expand existing notions of contemporary literacy, the need to prepare teachers to use a variety of classroom technologies has never been greater (Author1 & Author2, 2008a; Author1 & Author2, 2009). In order for teachers to be prepared to use such technologies, the structure of teacher…

As our knowledge about education continues to change, educators must refine and redefine their beliefs and teaching practices through professional development. In the peer coaching model of professional development, both participants have a chance to reflect on what they observe and on their own teaching practices. This reciprocal gain is one of…

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and…

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

A professional development program for US teachers in the state of Oregon was the context in which this study took place. This five-year hybrid (online and face-to-face) program assisted experienced teachers to adapt their practice to meet the needs of language minority and immigrant students. The positive changes in teacher perceptions and…

This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.…

This study investigated a sample of California elementary, intermediate, and high school employed teachers (N = 247) to assess the effects of retirement perceptions on career commitment among teachers who are in different age groupings. Using path analysis, the influence of five retirement perceptions variables was examined: concerns about…

The ability of primary (elementary) pre-service teachers to engage effectively in mathematics units in a rigorous program is vital to producing citizens who are able to use mathematics effectively in their lives. Mathematics anxiety affects pre-service primary teachers' engagement with and future teaching of mathematics. The study measured the…

The Energy Project at Seattle Pacific University has developed representations that embody the substance metaphor and support learners in conserving and tracking energy as it flows from object to object and changes form. Such representations enable detailed modeling of energy dynamics in complex physical processes. We assess student learning by…

Network for Astronomy School Education, NASE, is a project that is organizing courses for teachers throughout the entire world. The main objective of the project is to prepare secondary and primary school teachers in astronomy. Students love to know more about astronomy and teachers have the opportunity to observe the sky that every school has…

This longitudinal study examines growth in teacher knowledge as measured by two popular assessments--Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). Using data collected from 24 teachers, we compare the extent to which each assessment captured teacher learning during a K-8 mathematics…

This mixed-methods research study explores the potential relationship between the teacher self-efficacy and pedagogical conceptual change. The study context was a drama-based instruction professional development model that specifically sought to facilitate pedagogical conceptual change. Significant differences were present between elementary and…

Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview…

Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students' subjective perceptions while using…