<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Danuse Nezvalova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSTRUCTIVISM IN SCIENCE TEACHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science teacher training</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training institution</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298418.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The constructivist perspective is becoming a dominant paradigm in the field of the science education. This approach in the initial science teacher training is not still too common at many European teacher training institutions. In this article the constructivist approach in science teacher training is described. Science teacher training in five science teacher training institutions in five European countries (Bulgaria, Czech Republic, Cyprus, Lithuania and Turkey) is compared in this article. These countries cooperate on the project which in the main goal is to implement constructivist approach in science teacher training.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">81-89</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Danuse Nezvalova</style></author><author><style face="normal" font="default" size="100%">Michael Svec</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME TRENDS IN SCIENCE TEACHER TRAINING: THE EXPERIENCE IN THE UNITED STATES AND THE CZECH REPUBLIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">professional competence</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392218406.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The paper looks at key trends in the concept of the science teacher training in two different institutions: Furman University in US and Palacky University Olomouc in the Czech Republic. It focuses on the description of study programs at these institutions and comparison of the approaches to the science teacher training. There are two basic concepts used to identify the essence of the professionalism of the science teacher: the scientific knowledge and professional competence of the science teacher. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">85-94</style></section></record></records></xml>