TABLE OF CONTENTS -- SECTION ONE: INTRODUCTION: OVERVIEW OF THE FIELD -- TEACHING SELF-EFFICACY OF SCIENCE TEACHERS -- INTRODUCTION -- SELF-EFFICACY: SOURCES OF INFLUENCE -- Major Influence on Self-efficacy -- TEACHING SELF-EFFICACY DEFINITIONS AND ITS IMPORTANCE -- SCIENCE TEACHERS' SELF-EFFICACY: GENERAL RESEARCH TRENDS -- CONCLUSION AND FUTURE RESEARCH -- REFERENCES -- AFFILIATION -- OVERVIEW OF THE ROLE OF TEACHER BELIEFS IN SCIENCE EDUCATION -- INTRODUCTION TO TEACHER BELIEFS IN SCIENCE EDUCATION -- EXPERIENCED SCIENCE TEACHER BELIEFS AND THEIR INFLUENCE ON TEACHING -- Core Teacher Beliefs Guide Practice -- Tension between Teachers' Reform-based Beliefs and School Policy -- The Possibility for Change in Experienced Teachers' Beliefs -- PRESERVICE OR NOVICE TEACHER BELIEFS AND THEIR INFLUENCE ON TEACHING -- Instability of Novice Science Teachers' Beliefs -- Beliefs and Knowledge about Teaching Evolve Together -- CONCLUSIONS AND IMPLICATIONS FOR RESEARCH -- REFERENCES -- AFFILIATION -- SECTION TWO: ORIENTATIONS TOWARDS BELIEFS RESEARCH -- CULTURAL EFFECTS ON SELF-EFFICACY BELIEFS -- INTRODUCTION -- WITHIN CULTURE COMPARISONS OF PUPIL SELF-EFFICACY BELIEFS -- BETWEEN CULTURAL COMPARISONS OF PUPIL SELF-EFFICACY BELIEFS -- RELEVANCE TO WITHIN CULTURAL COMPARISONS -- IMPLICATIONS FOR BETWEEN CULTURE COMPARISONS OF SELF-EFFICACY BELIEFS -- Social Inequality -- Relations Between the Individual and the Group -- Concepts of Masculinity and Femininity -- Ways of Dealing with Uncertainty -- CRITICISM OF HOFSTEDE'S NATIONAL CULTURE RESEARCH -- CONCLUSION -- REFERENCES -- AFFILIATIONS -- TEACHER PROFESSIONAL DEVELOPMENT AND SELF-EFFICACY BELIEFS -- INTRODUCTION -- EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT -- Background on Teacher Beliefs -- ANTECEDENTS OF TEACHER BELIEFS AS RELATED TO PROFESSIONAL PRACTICE -- Mastery Experiences -- Vicarious Experiences.

Verbal Persuasion -- Affective States -- PROFESSIONAL DEVELOPMENT STRATEGIES TO IMPACT TEACHER BELIEFS -- CONCLUSION -- ACKNOWLEDGEMENTS -- NOTES -- REFERENCES -- AFFILIATIONS -- CROSS-CULTURAL RESEARCH AND PERSPECTIVES ON EPISTEMOLOGY, LEARNING ENVIRONMENTS, AND CULTURE -- SOME NOTES ON EPISTEMOLOGY AND EPISTEMOLOGICAL BELIEFS -- A WORKING MODEL GUIDING THE COMPLEXITY OF RESEARCH ON EBS -- CROSS-CULTURAL STUDIES OF WESTERN, ASIAN, AND MIDDLE EASTERN EPISTEMOLOGICAL BELIEFS -- AN EXAMPLE FROM TURKEY -- DISCUSSION AND IMPLICATIONS -- NOTE -- REFERENCES -- AFFLIATIONS -- SITUATING BELIEFS IN THE THEORY OF PLANNED BEHAVIOR: The Development of the Teacher Beliefs about Effective Science Teaching Questionnaire -- INTRODUCTION -- THEORETICAL BACKGROUND -- The Landscape of Extant Teacher Beliefs Questionnaires -- Situating the TBEST in the Landscape -- DEVELOPING SURVEY ITEMS -- PILOTING AND DATA ANALYSIS -- CONCLUSION -- REFERENCES -- NOTES -- AFFILIATION -- APPENDIX -- TEACHER BELIEFS ABOUT EFFECTIVE SCIENCE TEACHING (TBEST) QUESTIONNAIRE -- TBEST QUESTIONNAIRE -- MEASUREMENT OF SCIENCE TEACHERS' EFFICACY BELIEFS: The Role of the Science Teaching Efficacy Belief Instrument -- INTRODUCTION -- SCIENCE TEACHING EFFICACY BELIEF INSTRUMENT -- STEBI Development -- Uses of STEBI in Teacher Education -- RECOMMENDATIONS FOR FUTURE STEBI RESEARCH -- REFERENCES -- AFFILIATIONS -- SECTION THREE POLICY AND BELIEFS RESEARCH -- NSF-FUNDED RESEARCH ON BELEIFS IN STEM EDUCATION -- INTRODUCTION -- HIGHER EDUCATION AND TEACHER EDUCATION -- Higher Education Studies -- Teacher Education -- SOCIAL AND PSYCHOLOGICAL FACTORS -- Culture and Diversity -- Motivation and Interest -- Stereotype Threats and Self-affirmation Interventions -- Gendered Differences: Creating a Sense of Belonging -- SUMMARY -- REFERENCES -- AFFILIATION.

CONNECTING TEACHER BELIEFS RESEARCH AND POLICY: AN OVERVIEW AND POTENTIAL APPROACHES -- CONNECTING TEACHER BELIEFS RESEARCH AND POLICY: AN OVERVIEW AND POTENTIAL APPROACHES -- THE INTERFACE OF POLICY AND BELIEFS -- RESEARCH APPROACHES THAT HAVE POLICY IMPLICATIONS -- Synthesis Studies -- Instrument Use -- Longitudinal Research -- Teacher Beliefs and Practices -- NEXT STEPS: BRINGING IT ALL TOGETHER -- AUTHORS' NOTE -- REFERENCES -- AFFILIATIONS -- SECTION FOUR BELIEFS RESEARCH AND TEACHERS -- BECOMING AN ACTIVIST SCIENCE TEACHER: A LONGITUDINAL CASE STUDY OF AN INDUCTION INTERVENTION -- INTRODUCTION -- WEB OF BELIEFS -- DESIGN -- BELIEFS ABOUT STUDENT CHARACTERISTICS: AN ALTERNATIVE HIGH SCHOOL PROGRAM -- BELIEFS ABOUT PROFESSIONAL CULTURE: A SUPPORTIVE PROFESSIONAL ENVIRONMENT -- BELIEFS ABOUT PCK: THE ELUSIVE BIG PICTURE -- BELIEFS ABOUT NOS AND PROFESSIONAL IDENTITY: BECOMING AN ACTIVIST SCIENCE TEACHER -- BELIEFS ABOUT LIFE BALANCE: MANAGING EXPECTATIONS -- CONCLUSIONS -- REFERENCES -- AFFILIATION -- EXAMINING SCIENCE TEACHERS' ORIENTATIONS IN AN ERA OF REFORM: THE ROLE OF CONTEXT ON BELIEFS AND PRACTICE -- REVIEW OF LITERATURE -- METHODS -- Context -- Participants -- Data Sources and Analysis -- FINDINGS -- Identifying Teachers' Orientations towards Teaching Science -- Translation of Teachers' Orientations into Practice -- Contextual Factors Shaping Teachers' Orientations -- CONCLUSIONS -- NOTE -- REFERENCES -- AFFILIATION -- SCIENCE TEACHER SELF-EFFICACY BELIEFS, CHANGE PROCESSES, AND PROFESSIONAL DEVELOPMENT -- INTRODUCTION -- EXPLICATING LINKAGES BETWEEN TEACHER SELF-EFFICACY, CHANGE PROCESSES, AND TEACHER PROFESSIONAL DEVELOPMENT -- Teacher Self-efficacy -- Teacher Change and Teacher Change Processes -- Teacher Professional Development.

A CONCEPTUAL FRAMEWORK LINKING TEACHER SELF-EFFICACY BELIEFS, CHANGE PROCESSES, AND PROFESSIONAL DEVELOPMENT -- DISCUSSION, CONCLUSION, AND FUTURE RESEARCH POSSIBILITIES -- REFERENCES -- AFFILIATIONS -- SCIENCE TEACHERS' BELIEFS ABOUT NATURE OF SCIENCE AND SCIENCE-TECHNOLOGY-SOCIETY ISSUES: CROSS-CULTURAL RESULTS THROUGH A NEW ST -- AUTHOR'S NOTE -- SCIENCE TEACHERS' BELIEFS ABOUT NATURE OF SCIENCE AND SCIENCE-TECHNOLOGY-SOCIETY ISSUES: CROSS-CULTURAL RESULTS THROUGH A NEW ST -- CONCEPTUAL ISSUES ABOUT BELIEFS -- ASSESSMENT OF TEACHERS' BELIEFS ON STS-NOS ISSUES -- A NEW INSTRUMENT AND METHODOLOGY TO ASSESS STS-NOS BELIEFS -- RESULT -- Item Indices Across Places: General Attitudes -- TEACHERS' BELIEFS: SENTENCE INDICES -- CONCLUSIONS AND DISCUSSION -- APPENDIX -- AFFILIATIONS -- CHALLENGES OF ELEMENTARY SCIENCE TEACHING: An Australian Perspective -- INTRODUCTION -- THE AUSTRALIAN CONTEXT -- Historical Background -- Status of science teaching in schools -- Importance of early-years science education -- AFFECTIVE DIMENSIONS -- Self-efficacy research -- Summary -- POLICY RESPONSES -- REFERENCES -- AFFILIATION -- INDEX.