Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high‐quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood.
This study takes a person‐centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self‐efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school.