This study examines the effect of teachers’ participation in mathematics and science professional development (PD) on student achievement in nationally representative settings.

This article presents the qualitatively different ways as the preschool teachers' statements connected to physics and how the teaching of physics changes during four work team planning sessions.

This article presents the qualitatively different ways as the preschool teachers' statements connected to physics and how the teaching of physics changes during four work team planning sessions. The analysis of video transcripts of the planning sessions shows that the preschool teachers' discussions reflect both uncertainty and certainty about the physics content and the physics teaching.