This review examines the literature on teacher epistemic cognition, epistemic beliefs, and
calibration to consider the relation between these constructs and instruction that emerged …

In this article, professional development in the context of the current reforms in science
education is discussed from the perspective of developing teachers' practical knowledge. It …

In this article, we describe the results of a study of the pedagogical content knowledge (PCK)
of preservice chemistry teachers in the context of a postgraduate teacher education …

This study explored perceptions and practices around authentic assessment within a
diverse, science-based school at an Australian University. We were motivated to inquire into …

We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry
teachers. The teachers took part in a teacher training course on students' difficulties and the …

The aim of this study was to understand the positional identity of three African American
secondary science teachers. Positional identity was operationally defined in terms of race …

This qualitative study describes the differences in the lived experiences of two elementary
teachers and the impact these differences have had on their beliefs and practices as …

In this paper, based on the literature on effective teaching and reflection, it has been tried to
explain the importance of reflection and reflective teaching for teachers in terms of their …

This purpose of this study was to examine the ways in which three prospective teachers who
had early opportunities to teach science would approach representing science content …

Feminist theory provides a refreshing lens from which to reflect on inclusiveness in science
education. The conceptual framework central to this effort stems from attempts to rethink the …