Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers-Reference-Cited by-同舟云学术

Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers

Published:2001-05 Issue:5 Volume:23 Page:517-534
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Luft Julie A.

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/09500690121307

Reference38 articles.

1. The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change

2. BROCKMETER, M. A. 1998. “The impact of an extended inquiry-based in-service programme on the beliefs and practices of beginning secondary science teachers”. Iowa City: The University of Iowa. Doctoral Dissertation

Cited by 170 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. An identity project: a case study of two inservice elementary stem teachers’ experiences with a comprehensive professional development;Discover Education;2024-05-29

2. Interrogating an implementation filter: what constrains changes in teacher practice in response to professional development;Professional Development in Education;2024-05-12

3. Education Needs of School-Based Agriculture Teachers to Prepare Students for the 21st Century;Advances in Higher Education and Professional Development;2024-05-06

4. Exploring the impact of an intervention on pre‐service science teachers' attitudes and beliefs about gender and sexual diversity‐inclusive science teaching;Journal of Research in Science Teaching;2024-04-16

5. Innovative technologies of physical and mathematical education implemented by using of fractal approach;Journal of Physics: Conference Series;2024-02-01