The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity

Author： Katz Phyllis Randy McGinnis J. Riedinger Kelly Marbach-Ad Gili Dai Amy

Publisher： Springer Publishing Company

ISSN： 1046-560X

Source： Journal of Science Teacher Education, Vol.24, Iss.8, 2013-12, pp. : 1357-1379

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Prospective Elementary Teachers' Science Teaching Orientations and Experiences that Impacted their Development

By Avraamidou Lucy

International Journal of Science Education, Vol. 35, Iss. 10, 2013-07 ,pp. : 1698-1724

Routledge Ltd

Access to resources Recommend Favorite

Being in the hot spot: a phenomenological study of two beginning teachers’ experiences enacting inquiry science pedagogy

By Dreon Oliver McDonald Scott

Teachers and Teaching: Theory and Practice, Vol. 18, Iss. 3, 2012-06 ,pp. : 297-313

Routledge Ltd

Access to resources Recommend Favorite

Inside a beginning immigrant science teacher’s classroom: an ethnographic study

By Kern Anne L. Roehrig Gillian Wattam Donald K.

Teachers and Teaching: Theory and Practice, Vol. 18, Iss. 4, 2012-08 ,pp. : 469-481

Routledge Ltd

Access to resources Recommend Favorite

Pre-service Teachers’ Experiences with a Science Education Module

By Sherman Ann MacDonald Leo

Journal of Science Teacher Education, Vol. 18, Iss. 4, 2007-08 ,pp. : 525-541

Springer Publishing Company

Access to resources Recommend Favorite

Preservice Teachers' Memories of Their Secondary Science Education Experiences

By Hudson Peter

Journal of Science Education and Technology, Vol. 19, Iss. 6, 2010-12 ,pp. : 546-552

Springer Publishing Company

Access to resources Recommend Favorite