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dc.contributor.authorAbell, Sandra K.eng
dc.contributor.authorRogers, Meredith A. Parkeng
dc.contributor.authorHanuscin, Deborah L.eng
dc.contributor.authorLee, Michele H.eng
dc.contributor.authorGagnon, Mark J.eng
dc.date.issued2008-11eng
dc.descriptionDOI:10.1007/s10972-008-9115-6 http://www.springerlink.com/content/a1j4p781335r2548/fulltext.pdfeng
dc.description.abstractScience education doctoral programs often fail to address a critical piece—the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct science teachers. In particular, we contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers. We use the PCK construct to propose a model for the development of knowledge for teaching science teachers, grounded in our experiences as doctoral students and faculty mentors. We end by recommending a vision for doctoral preparation and a new standard to be included in the ASTE Professional Knowledge Standards for Science Teacher Educators.eng
dc.identifier.citationJ Sci Teacher Educ (2009) 20:77-93eng
dc.identifier.issn1573-1847eng
dc.identifier.urihttp://hdl.handle.net/10355/7372eng
dc.publisherSpringer Netherlandseng
dc.relation.ispartofPhysics and Astronomy publications (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. College of Arts and Sciences. Department of Physics and Astronomyeng
dc.subjectdoctoral programseng
dc.subject.lcshScience teachers -- Educationeng
dc.subject.lcshDoctoral studentseng
dc.titlePreparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teacherseng
dc.typeArticleeng


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