Organizing Physics Teacher Professional Education around Productive Habit Development: A Way to Meet Reform Challenges.

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills ...

[1]  Laura M. Desimone,et al.  What Makes Professional Development Effective? Results From a National Sample of Teachers , 2001 .

[2]  Jessica Thompson,et al.  Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why? , 2011 .

[3]  Sarah B. McKagan,et al.  How physics instruction impacts students' beliefs about learning physics , 2014 .

[4]  E. Wenger.  Communities of practice: Learning , 1998 .

[5]  Jana Chocholatá.  How Teachers Learn and Develop , 2011 .

[6]  Alan H. Schoenfeld,et al.  Toward a theory of teaching-in-context , 1998 .

[7]  Marnie W. Curry.  Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform , 2008, Teachers College Record: The Voice of Scholarship in Education.

[8]  A. V. Heuvelen,et al.  Learning to think like a physicist: A review of research‐based instructional strategies , 1991 .

[9]  Eugenia Etkina,et al.  The Importance of Language in Students' Reasoning About Heat in Thermodynamic Processes , 2015 .

[10]  Improving High School Physics Teacher Preparation. , 1975 .

[11]  Elaine Cohen,et al.  Factors influencing the algebra “reversal error” , 2005 .

[12]  Edward F. Redish,et al.  Analyzing Problem Solving Using Math in Physics: Epistemic Framing Via Warrants , 2009 .

[13]  Holly J. Thornton.  Dispositions in Action: Do Dispositions Make a Difference in Practice? , 2006 .

[14]  S. Wineburg,et al.  Toward a Theory of Teacher Community. , 2001 .

[15]  Sahana Murthy,et al.  Scientific Abilities and Their Assessment. , 2006 .

[16]  T. Wubbels.  Taking account of student teachers' preconceptions , 1992 .

[17]  Helen Parke,et al.  Struggling to Promote Deeply Rooted Change: The "Filtering Effect" of Teachers' Beliefs on Understanding Transformational Views of Teaching Science , 1997 .

[18]  Eugenia Etkina,et al.  Using Conceptual Metaphor and Functional Grammar to Explore How Language Used in Physics Affects Student Learning. , 2007, 0704.1319.

[19]  E. Wenger.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[20]  A. Thompson.  Teachers' beliefs and conceptions: A synthesis of the research. , 1992 .

[21]  Eugenia Etkina,et al.  ``Force,'' ontology, and language , 2009 .

[22]  Jacquelynne S. Eccles,et al.  Changes in academic motivation and self-perception during early adolescence. , 1990 .

[23]  Rebecca Schneider,et al.  Science Teacher Learning Progressions , 2011 .

[24]  Sharon Feiman-Nemser,et al.  From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching , 2001, Teachers College Record: The Voice of Scholarship in Education.

[25]  Aaas News,et al.  Book Reviews , 1893, Buffalo Medical and Surgical Journal.

[26]  J. Dewey.  Human Nature and Conduct , 1921 .

[27]  D. Lortie,et al.  Schoolteacher: A Sociological Study , 1976 .

[28]  Edward L. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation , 2000 .

[29]  J. Dewey.  Experience and Education , 1938 .

[30]  L. Shulman.  Those who Understand: Knowledge Growth in Teaching , 2013 .

[31]  J. Eccles,et al.  Adolescents' Perceptions of Middle School: Relation to Longitudinal Changes in Academic and Psychological Adjustment , 1998 .

[32]  Lillian C. McDermott,et al.  A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers , 1990 .

[33]  Peter J. Nelsen.  Intelligent Dispositions , 2015 .

[34]  P. Black,et al.  Assessment and Classroom Learning , 1998 .

[35]  Warren M. Christensen,et al.  Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research , 2011 .

[36]  Vazgen Shekoyan,et al.  Introducing Ill‐Structured Problems in Introductory Physics Recitations , 2007 .

[37]  D. Perkins,et al.  Individual and Social Aspects of Learning , 1998 .

[38]  D. Hestenes,et al.  Force concept inventory , 1992 .

[39]  Helenrose Fives,et al.  Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? , 2012 .

[40]  P. Cobb.  Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development , 1994 .

[41]  Sharon Feiman-Nemser,et al.  Perspectives on learning to teach , 1996 .

[42]  Analysis of Former Learning Assistants' Views on Cooperative Learning , 2009 .

[43]  David P Maloney,et al.  Surveying students’ conceptual knowledge of electricity and magnetism , 2001 .

[44]  Chandralekha Singh.  When physical intuition fails , 2002 .

[45]  Lynn A. Bryan,et al.  Nestedness of Beliefs: Examining a Prospective Elementary Teacher's Belief System about Science Teaching and Learning. , 2003 .

[46]  S. Loeb,et al.  Teacher Preparation and Student Achievement , 2008 .

[47]  H. Borko,et al.  A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective , 2004 .

[48]  P. Lally,et al.  How are habits formed: Modelling habit formation in the real world , 2010 .

[49]  L. McDermott,et al.  Resource Letter: PER-1: Physics Education Research , 1999 .

[50]  D. Hestenes,et al.  Modeling Instruction: An Effective Model for Science Education , 2008 .

[51]  M. Pajares,et al.  Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct , 1992 .

[52]  Patricia E. Simmons,et al.  Beginning teachers : Beliefs and classroom actions , 1999 .

[53]  Alan H. Schoenfeld,et al.  How We Think : A Theory of Goal-Oriented Decision Making and its Educational Applications , 2010 .

[54]  Paul W. Irving,et al.  Conditions for Building a Community of Practice in an Advanced Physics Laboratory. , 2013, 1312.1953.

[55]  W H Boon,et al.  Development during adolescence. , 1979, The Journal of the Singapore Paediatric Society.

[56]  C. Midgley,et al.  Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. , 1993, The American psychologist.

[57]  J. Bargh,et al.  Automaticity in action: The unconscious as repository of chronic goals and motives. , 1996 .

[58]  Bruce L Sherin,et al.  How Students Understand Physics Equations , 2001 .

[59]  F. Korthagen,et al.  Deepening the exchange of student teaching experiences: implications for the pedagogy of teacher education of recent insights into teacher behaviour , 2004 .

[60]  Robert V. Bullough,et al.  Pedagogical content knowledge circa 1907 and 1987: a study in the history of an idea , 2001 .

[61]  David Hammer,et al.  Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions , 1996 .

[62]  Eugenia Etkina,et al.  Pedagogical Content Knowledge and Preparation of High School Physics Teachers. , 2010 .

[63]  Edward F. Redish,et al.  The Cognitive Blending of Mathematics and Physics Knowledge , 2007 .

[64]  Steven Pollock,et al.  Who Is Responsible for Preparing Science Teachers? , 2006, Science.

[65]  A. Sfard.  On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .

[66]  Eleanor C. Sayre,et al.  Becoming a Physicist: The Roles of Research, Mindsets, and Milestones in upper-division student perceptions , 2014, 1409.8315.

[67]  Arnold B. Arons,et al.  Teaching Introductory Physics , 1996 .

[68]  Eleanor W. Close,et al.  Becoming Physics People: Development of Integrated Physics Identity through the Learning Assistant Experience , 2016 .

[69]  I. Koponen,et al.  Generative Role of Experiments in Physics and in Teaching Physics: A Suggestion for Epistemological Reconstruction , 2006 .

[70]  Suzanne M. Wilson,et al.  Professional Development for Science Teachers , 2013, Science.

[71]  Ngss Lead States.  Next generation science standards : for states, by states , 2013 .

[72]  Eugenia Etkina,et al.  Millikan award lecture: Students of physics—Listeners, observers, or collaborative participants in physics scientific practices? , 2015 .

[73]  D. Gitomer,et al.  Knowing What Teachers Know , 2015 .

[74]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[75]  D. Essex.  Developing practice. , 2008, Nursing standard (Royal College of Nursing (Great Britain) : 1987).

[76]  Rosemary S. Russ,et al.  Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science , 2008 .

[77]  Donald A. Sch.  The reflective practitioner: how professionals think in action , 1983 .

[78]  P. W. Laws,et al.  Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses , 1997 .

[79]  T. Good.  Two Decades of Research on Teacher Expectations: Findings and Future Directions , 1987 .

[80]  Charlotte F. Danielson.  Enhancing Professional Practice: A Framework for Teaching , 1996 .

[81]  Deborah Loewenberg Ball,et al.  Content Knowledge for Teaching , 2008 .

[82]  C. Fazio,et al.  Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study , 2006 .

[83]  Tobias J. Hagge,et al.  Physics , 1929, Nature.

[84]  D. Perkins,et al.  Chapter 1: Individual and Social Aspects of Learning , 1998 .

[85]  Eugenia Etkina,et al.  Analyzing patterns in experts' approaches to solving experimental problems , 2015 .

[86]  Lillian C. McDermott,et al.  Millikan Lecture 1990: What we teach and what is learned—Closing the gap , 1991 .

[87]  Lillian C. McDermott,et al.  Preparing K-12 teachers in physics: Insights from history, experience, and research , 2006 .

[88]  Linda Darling-Hammond,et al.  Constructing 21st-Century Teacher Education , 2006 .

[89]  H. Borko.  Professional Development and Teacher Learning: Mapping the Terrain , 2004 .

[90]  M. Windschitl,et al.  Working toward a stronger conceptualization of scientific explanation for science education , 2011 .

[91]  David Hammer,et al.  Student resources for learning introductory physics , 2000 .

[92]  Philip M. Sadler,et al.  Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. , 2010 .

[93]  Anne Reynolds,et al.  What Is Competent Beginning Teaching? A Review of the Literature , 1992 .

[94]  Fred A. J. Korthagen,et al.  Refraining the Relationship Between Teacher Thinking and Teacher Behaviour: levels in learning about teaching , 1996 .