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Developing science pedagogical content knowledge through mentoring elementary teachers

journal contribution
posted on 06.12.2017, 00:00 by Kenneth AppletonKenneth Appleton
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.

Funding

Category 3 - Industry and Other Research Income

History

Volume

19

Issue

6

Start Page

523

End Page

545

Number of Pages

23

eISSN

1573-1847

ISSN

1046-560X

Location

Netherlands

Publisher

Springer

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Faculty of Arts, Humanities and Education; Not affiliated to a Research Institute;

Era Eligible

Yes

Journal

Journal of science teacher education.