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ABSTRACT:In this position paper, we examine the science teaching orientation component of the S. Magnusson, J. Krajcik, and H. Borko (1999) pedagogical content knowledge (PCK) model for science teaching. We trace the origin of the construct in the literature, identifying multiple definitions that have lead to ambiguity. After examining published studies using the PCK model, we identified the following methodological issues: (a) using orientations in different or unclear ways, (b) unclear or absent relationship between orientations and the other model components, (c) simply assigning teachers to one of nine categories of orientations, and (d) ignoring the overarching orientation component. To bring clarity to the literature, we propose defining science teaching orientations as a set of beliefs with the following dimensions: goals and purposes of science teaching, views of science, and beliefs

Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those lacking teaching experience. Of the four participants seeking secondary biology teaching certification, two participants had 2 years of prior biology teaching experience. We used the Lesson Preparation Method as a data collection tool, asking participants to create lesson plans to teach the concept of heritable variation. Primary data sources were the lesson plans and follow-up interview transcripts. Prior teaching experience made little difference as both groups held didactic teaching orientations and wrote similar lesson plans. Both groups drew on general pedagogical knowledge (PK), and had little pedagogical content knowledge for teaching heritable variation. Teaching experience did appear to lead to more integration among PK components. The study includes implications for the teacher education, research, and policy. ß

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To improve the preparation of future teachers, we must come to understand their personal theories about teaching and learning. The purpose of this study was to investigate preservice elementary teachers' theories about science teaching and learning through their reflections on integrated media case‐based instruction, and subsequently to reflect upon and reform our own practice. Students in an elementary science methods course participated in a series of written and oral reflection tasks in response to integrated media instruction. Specifically, they responded to a videodisc case of a first grade teacher teaching a conceptual change unit about seeds and eggs. Considering their responses to the reflection tasks, we constructed a profile of these elementary preservice teachers. This profile consists of their images of themselves as future science teachers, the characteristics of their personal theories of teaching and learning, and the ways in which they frame classroom ‐problems. Our findings led to reforms in our methods course instruction and have implications for the preparation and continuing education of elementary science teachers. © 1998 John Wiley & Sons, Inc. Sci Ed 82:491–509, 1998