Science Education SCIENCE TEACHER EDUCATION Examining the Influence of RETs on Science Teacher Beliefs and Practice PATRICK ENDERLE, 1 MICHAEL DENTZAU, 2 KATRINA ROSELER, 3 SHERRY SOUTHERLAND, 4 ELLEN GRANGER, 5 ROXANNE HUGHES, 6 BARRY GOLDEN, 7 YAVUZ SAKA 8 1 Center for Education Research in Mathematics, Engineering, and Science, 4 FSU-Teach, and 5 Office of Science Teaching Activities, The Florida State University, Tallahassee, FL 32306, USA; 2 Oxbow Meadows Environmental Learning Center, Columbus State University, Columbus, GA 31903, USA; 3 SPOT Research, San Jose State University, San Jose, CA 95112, USA; 6 Center for Integrating Research and Learning, National High Magnetic Field Laboratory, Tallahassee, FL 32310, USA; 7 Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN 37996, USA; 8 Education Sciences, Bulent Ecevit University, Zonguldak, Turkey Received 5 July 2013; accepted 3 June 2014 DOI 10.1002/sce.21127 Published online 7 October 2014 in Wiley Online Library (wileyonlinelibrary.com). ABSTRACT: Following the argument that an explicit focus on teacher thinking is an important outcome for professional development (Capps, Crawford, & Costas, 2012; Des- imone, 2009), the research presented here examines the impact of one form of professional development, Research Experiences for Teachers (RETs), has in shaping teachers’ be- liefs and affect related to inquiry in the classroom. By examining two distinct forms of RETs, this study incorporates 5 years of data collected from more than 100 RET partic- ipants, which include elementary, middle, and high school teachers. Evidence was drawn from analysis of multiple instruments measuring science teachers’ self-efficacy (STEBI), pedagogical discontentment (STPD), teachers’ beliefs about teaching and learning (TBI), and Contextual Beliefs about Teaching Science (CBATS). The results indicate that both RET programs were successful in shaping teachers’ beliefs and affect—particularly in Correspondence to: Patrick Enderle; e-mail: patrick.enderleadi@gmail.com Contract grant sponsor: National Science Foundation. Contract grant sponsor: Discovery Research K-12 Program. Contract grant number: #0553769. C  2014 Wiley Periodicals, Inc.