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Materials Similar to Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience

• 48%: Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs
• 41%: Professional Development for Elementary Science Teachers: Implications for Practice
• 41%: Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs, and experiences
• 39%: The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers
• 39%: Developing an Inquiry-Based Physical Science Course For Preservice Elementary Teachers
• 37%: A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers
• 34%: Mentoring Preservice Teachers of Primary Science
• 33%: The need for change in elementary school teacher training--A cross-college age study of future teachers' conceptions of basic astronomy concepts
• 32%: Modeling Aspects of Nature of Science to Preservice Elementary Teachers
• 32%: The Effect of an Inquiry-Based Early Field Experience on Pre-Service Teachers’ Content Knowledge and Attitudes Toward Teaching
• 32%: Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers
• 32%: Enthusiasm is Not Enough: Beginning Secondary Science Teachers in Primarily Hispanic Settings
• 32%: Effects of Teacher Induction on Beginning Teachers' Teaching: A Critical Review of the Literature
• 32%: Concerns and perceptions of beginning secondary science and mathematics teachers
• 31%: Teacher education and the implementation of elementary science curricula
• 31%: What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?
• 31%: Study of Challenges and Support Structures for Beginning Mathematics and Science Teachers
• 31%: A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers
• 31%: Assessing Pedagogical Content Knowledge of Future Elementary Teachers