Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers |
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| Authors: | Sandra K Abell Meredith A Park Rogers Deborah L Hanuscin Michele H Lee Mark J Gagnon |
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| Institution: | (1) Science Education Center, University of Missouri, Columbia, MO 65211, USA;(2) Indiana University, Bloomington, IN 47405, USA |
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| Abstract: | Science 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. |
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| Keywords: | Science teacher education Doctoral programs PCK |
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