Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers |
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| Authors: | Ken Appleton |
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| Institution: | (1) 17/40 Verney St., Caloundra, QLD, 4551, Australia;(2) Faculty of Arts, Humanities, and Education, Central Queensland University, Rockhampton, QLD, 4702, Australia |
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| 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.
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| Keywords: | Elementary science Professional development Science PCK Mentoring |
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