Developing Science Pedagogical Content Knowledge through Mentoring Elementary Teachers

Autor/in	Appleton, Ken
Titel	Developing Science Pedagogical Content Knowledge through Mentoring Elementary Teachers
Quelle	In: Journal of Science Teacher Education, 19 (2008) 6, S.523-545 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-008-9109-4
Schlagwörter	Mentors; Pedagogical Content Knowledge; Science Instruction; Elementary School Teachers; Professional Development; Case Studies; Teacher Educators + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers' development of science PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10