Education

IDENTIFIERS *Research Report§ Research in science teacher education does not appear to have made veii iuch.difference in the ways preservice and inservice science teacher education ' is conducted or in the says participating teachers teach. This paper illustrates and suggests possible explanations for this staite, of affairs, and indicates research alternatives, which seem to hold greater promibe for improving practice. Examples of contemporary science teacher education research ' are presented, asking of each how significant the question is and to what extent the results achieved may be expected to improve science teacher education practices. It appears that the potential influence of the research is, in many'cases, unduly restricted- by the format of the research and by the implied,1\ assumptions about how science teachers and science teacher educators