This study examines changes in preservice and inservice K-8 teachers' understandings of science and pedagogy across a reform-based Professional Development Continuum. It researches how teachers' knowledge develops across inquiry learning experiences and how undergraduate learning experiences and the contexts of classroom practice shape new teachers' understandings and practice. The study is expected to inform models of STEM teacher education that account for the interwoven intellectual and personal dimensions of the challenging transition to inquiry-based teaching.
Development of K-8 Teachers' Knowledge and the Transition from University Student to Professional
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