The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers-Reference-Cited by-同舟云学术

The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers

Published:2022-03-26 Issue:9 Volume:59 Page:1692-1725
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Luft Julie A.¹^ORCID,Navy Shannon L.²^ORCID,Wong Sissy S.³^ORCID,Hill Kathleen M.⁴^ORCID

Affiliation:

1. Department of Mathematics, Science, and Social Studies Education University of Georgia Athens GA USA

2. School of Teaching, Learning and Curriculum Studies Kent State University Kent Ohio USA

3. Department of Curriculum and Instruction University of Houston Houston Texas USA

4. Center for Science and the Schools, Pennsylvania State University State College Pennsylvania USA

Funder

National Science Foundation of Sri Lanka

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21771

Reference125 articles.

1. Twenty Years Later: Does pedagogical content knowledge remain a useful idea?

2. “Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program

3. Appeldoorn K. L.(2004).Developing and validating the Collaboratives for excellence in teacher preparation (CETP) core evaluation classroom observation protocol (COP) (UMI No. AAI3154027). ProQuest Dissertations and Theses database.

4. Change in teachers' knowledge of subject matter: A 17-year longitudinal study

5. The First Five Years

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