ABSTRACT
This chapter reviews research undertaken between 2010 and 2020 describing high-quality science instruction and science teacher professional knowledge that investigates connections between these. Reviewed papers indicate that most research outcomes generate favorable connections, confirming that quality of teacher professional knowledge, particularly content knowledge and pedagogical content knowledge, impact teaching practices and student learning outcomes in science across the 5–18 age range. The review informs understanding of high-quality instruction for science, how this may be developed through science teacher education, and implications for further research. The chapter begins by defining high-quality instruction and teacher professional knowledge, then reviews research investigating teacher professional knowledge and student learning; teacher professional knowledge, teacher practices, and student learning; and specific instructional strategies and contexts. The chapter concludes with a discussion of implications for science teacher education and research.
