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Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval |
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| Authors: | Rita Hagevik William Veal Erica M Brownstein Elizabeth Allan Cathy Ezrailson and Joseph Shane |
| Institution: | (1) Department of Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, TN, USA;(2) Department of Teacher Education, College of Charleston, Charleston, SC, USA;(3) Department of Education, Capital University, Columbus, OH, USA;(4) Biology Department, University of Central Oklahoma, Edmond, OK, USA;(5) Division of Curriculum and Instruction, University of South Dakota, Sioux Falls, SD, USA;(6) Department of Chemistry, Shippensburg University, Shippensburg, PA, USA; |
| Abstract: | The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical content knowledge in preservice science teachers. |
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