caa a22 4500 445320044 CHVBK 20180317142701.0 cr unu---uuuuu 170323e20110801xx s 000 0 eng 10.1007/s10972-011-9242-3 doi (NATIONALLICENCE)springer-10.1007/s10972-011-9242-3 Science Teachers' Pedagogical Discontentment: Its Sources and Potential for Change [Elektronische Daten] [Sherry Southerland, Scott Sowell, Patrick Enderle] This research explored science teachers' pedagogical discontentment and described its role in teachers' consideration of new teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one's teaching practices do not achieve one's teaching goals. Through a series of structured interviews conducted with 18 practicing science teachers of various grade levels, content areas, routes of preparation, and amount of experience, areas of commonality in the teachers' pedagogical discontentment were identified. The common areas of pedagogical discontentment include the ability to teach all students science, science content knowledge, balancing depth versus breath of instruction, implementing inquiry instruction, and assessing science learning. We draw implications for using this construct to craft more effective professional development. The Association for Science Teacher Education, USA, 2011 Teacher self-efficacy nationallicence Pedagogical discontentment nationallicence Contextual dissatisfaction nationallicence Teacher beliefs nationallicence Conceptual change nationallicence Affective factors nationallicence Southerland Sherry School of Teacher Education, FSU-Teach, The Florida State University, 205 Stone Building (G 119), 32306-4459, Tallahassee, FL, USA aut Sowell Scott Darnell-Cookman Middle/High School, Jacksonville, FL, USA aut Enderle Patrick School of Teacher Education, The Florida State University, 205 Stone Building (G 119), 32306-4459, Tallahassee, FL, USA aut Journal of Science Teacher Education Springer Netherlands 22/5(2011-08-01), 437-457 1046-560X 22:5<437 2011 22 10972 https://doi.org/10.1007/s10972-011-9242-3 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-011-9242-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Southerland Sherry School of Teacher Education, FSU-Teach, The Florida State University, 205 Stone Building (G 119), 32306-4459, Tallahassee, FL, USA aut NATIONALLICENCE 700 1- Sowell Scott Darnell-Cookman Middle/High School, Jacksonville, FL, USA aut NATIONALLICENCE 700 1- Enderle Patrick School of Teacher Education, The Florida State University, 205 Stone Building (G 119), 32306-4459, Tallahassee, FL, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/5(2011-08-01), 437-457 1046-560X 22:5<437 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer