Teachers often have difficulty implementing inquiry-based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations…

Responds to the criticism offered by M. Scriven of the call for a radical new approach to teacher evaluation made by M. Roth and K. Tobin, noting that more builders of evaluation theory are needed, especially builders of theory that can be useful as the starting point for change. (SLD)

Presents a model of collective teaching and learning as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. Articulates coteaching/cogenerative dialoguing in terms of activity theory and the associated first-person research methodology that has been developed as a method for…

Uses videotaped lectures and interviews to understand lectures in a physics course for prospective elementary teachers. Reports that the professor staged Aristotle, natural philosophy, and students' observations and intuitive knowledge in opposition to Galileo, controlled experiments, and mathematical inscriptions. Concludes that this form of…

This book seeks to improve the way science is taught in the elementary school. It suggests that there are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions…

Used the experiences of three preservice teachers and the experiences of the researchers to characterize the gap between theory and prescriptions for teaching and every day practice. Illustrates how P. Bourdieu's notion of "habitus," a set of dispositions, accounts for appropriate actions in situations where there is no time for…

In coteaching, two or more teachers take collective responsibility for enacting a curriculum together with their students. Past research provided some indication that in the course of coteaching, not only the teaching practices of the partners become increasingly alike but also do unconsciously produced ways of moving about the classroom, hand…