This book explores how novice elementary teachers learn to teach science, how their preparation for teaching affects their classroom practice and their students' learning, and how they may be mentored toward more reform-based science practice. The instructional practices of four novice elementary teachers, two from traditional and two from alternative preparation programs, were studied as they worked with mentor teachers toward building pedagogical content knowledge for reform-based instruction in science. Data collected from interviews of novice and mentor teachers, from classroom...