Jan van Driel is a Professor of Science Education at the University of Melbourne. He has published seminal papers on Pedagogical Content Knowledge and is one of the world’s most cited authors in research on teacher knowledge and teacher learning.

• PrefaceList of Figures and TablesAbout the Author1 Developing Science Teachers’ Pedagogical Content Knowledge1 Why I Conducted the Study2 Context3 Impact and Follow UpDeveloping Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article)2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge1 How this Article Came About2 Content and Context3 Impact and Follow UpProfessional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article)3 Teacher Knowledge and the Knowledge Base of Teaching1 How This Article Came About2 What the Article Is About3 Impact and Follow UpTeacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article)4 Teachers’ Knowledge of Models and Modelling in Science1 Why I Conducted the Study2 Context3 Reflection and Follow UpTeachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article)5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe1 How the Study Came About2 How the Study Was Conducted …3 … And What Was Found4 Reflection and Follow UpDevelopment of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article)6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge1 How the Study Came About2 Reflection and Follow Up3 Next StepsThe Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article)7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation1 How the Study Came About2 Impact and Follow UpThe Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article)8 Taking a Closer Look at Science Teaching Orientations1 How the Article Came About2 What the Article Is About3 Impact and Follow UpTaking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article)9 Professional Learning of Science Teachers1 How the Chapter Came About2 Follow UpProfessional Learning of Science Teachers, by Jan H. van Driel (reprinted article)10 Attention to Intentions: How to Stimulate Strong Intentions to Change1 How the Article Came About2 What Is the Article About3 Follow UpAttention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article)ReflectionIndex

Jan van Driel is a Professor of Science Education at the University of Melbourne. He has published seminal papers on Pedagogical Content Knowledge and is one of the world’s most cited authors in research on teacher knowledge and teacher learning.

• PrefaceList of Figures and TablesAbout the Author1 Developing Science Teachers’ Pedagogical Content Knowledge1 Why I Conducted the Study2 Context3 Impact and Follow UpDeveloping Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article)2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge1 How this Article Came About2 Content and Context3 Impact and Follow UpProfessional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article)3 Teacher Knowledge and the Knowledge Base of Teaching1 How This Article Came About2 What the Article Is About3 Impact and Follow UpTeacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article)4 Teachers’ Knowledge of Models and Modelling in Science1 Why I Conducted the Study2 Context3 Reflection and Follow UpTeachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article)5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe1 How the Study Came About2 How the Study Was Conducted …3 … And What Was Found4 Reflection and Follow UpDevelopment of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article)6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge1 How the Study Came About2 Reflection and Follow Up3 Next StepsThe Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article)7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation1 How the Study Came About2 Impact and Follow UpThe Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article)8 Taking a Closer Look at Science Teaching Orientations1 How the Article Came About2 What the Article Is About3 Impact and Follow UpTaking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article)9 Professional Learning of Science Teachers1 How the Chapter Came About2 Follow UpProfessional Learning of Science Teachers, by Jan H. van Driel (reprinted article)10 Attention to Intentions: How to Stimulate Strong Intentions to Change1 How the Article Came About2 What Is the Article About3 Follow UpAttention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article)ReflectionIndex

Jan van Driel is a Professor of Science Education at the University of Melbourne. He has published seminal papers on Pedagogical Content Knowledge and is one of the world’s most cited authors in research on teacher knowledge and teacher learning.

• PrefaceList of Figures and TablesAbout the Author1 Developing Science Teachers’ Pedagogical Content Knowledge1 Why I Conducted the Study2 Context3 Impact and Follow UpDeveloping Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article)2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge1 How this Article Came About2 Content and Context3 Impact and Follow UpProfessional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article)3 Teacher Knowledge and the Knowledge Base of Teaching1 How This Article Came About2 What the Article Is About3 Impact and Follow UpTeacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article)4 Teachers’ Knowledge of Models and Modelling in Science1 Why I Conducted the Study2 Context3 Reflection and Follow UpTeachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article)5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe1 How the Study Came About2 How the Study Was Conducted …3 … And What Was Found4 Reflection and Follow UpDevelopment of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article)6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge1 How the Study Came About2 Reflection and Follow Up3 Next StepsThe Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article)7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation1 How the Study Came About2 Impact and Follow UpThe Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article)8 Taking a Closer Look at Science Teaching Orientations1 How the Article Came About2 What the Article Is About3 Impact and Follow UpTaking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article)9 Professional Learning of Science Teachers1 How the Chapter Came About2 Follow UpProfessional Learning of Science Teachers, by Jan H. van Driel (reprinted article)10 Attention to Intentions: How to Stimulate Strong Intentions to Change1 How the Article Came About2 What Is the Article About3 Follow UpAttention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article)ReflectionIndex