Conclusion
The basic assumption underlying this study is that science teachers have misconceptions in some selected science concepts. The overall conclusion which can be drawn is that, although the responses were not consistent across the concepts or within the concepts, there are indeed misconceptions. The result is evidence that the graduate trainee teachers have misconceptions in science. The results show that the view of science held by this group of trainee teachers is sometimes little better than the view of science held by students investigated by Osborne et al. The test appears appropriate for use with science teachers.
What do these results imply? They suggest that science teachers may have concepts which are little better than the students they teach. If that is the case, then, is it reasonable to urge teachers to probe their students' concepts before teaching them? Should science educators then redirect their efforts in conceptual change to changing teachers' views before changing students' views?
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References
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Ameh, C., Gunstone, R. Teachers' concepts in science. Research in Science Education 15, 151–157 (1985). https://doi.org/10.1007/BF02356537
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DOI: https://doi.org/10.1007/BF02356537