Abstract
Current reform efforts in science place a premium on student sense making and participation in the practices of science. Given the disparity between these activities and current teaching practices, effective means of professional development around such practices must be identified. We use a close examination of 106 science teachers participating in Research Experiences for Teachers (RET) to identify, through structural equation modeling, the essential features in supporting teacher learning from these experiences. Findings suggest that participation in RET shape science teacher practice and beliefs, which in turn influence practice. Essential features of RET include engaging teachers socially in the research context and in research projects that are personally relevant to them. The model suggests ways to maximize the professional development potential of RET intended to support engagement in disciplinary practices.
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