Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers

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.

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

“…This finding bears important implications for teacher preparation. Much published research in the area of PCK focuses on furthering (student) teachers' development of PCK (e.g., Abell, Rogers, Hanuscin, Lee, & Gagnon, 2009;van Driel & Berry, 2012). Knowing that PCK is indeed effective with regards to student learning and knowing that PCK is implemented in teaching through cognitive activation might guide the design of professional development programs for teachers by focusing on PCK itself in conjunction with its instructional implementation.…”

Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

“…PCK development is not complete when students graduate and receive their initial teacher certification. In fact, the PCK development trajectory continues to occur long after teacher preparation (Abell, Rogers, Hanuscin, & Gagnon, 2009). Therefore, it is recommended the quantity and quality of professional development for inservice teachers should also increase.…”

From Teaching Physics to Teaching Children: Beginning teachers learning from pupils

“…It featured in recent reviews by Abell, Rogers, Hanuscin, Lee and Gagnon (2009) despite not being a fully developed theoretical framework as argued by Kind (2009b) there being no agreed programmes of issues associated with it. Recently, Nilsson (2008), Kind (2009a), Nilsson & van Driel (2010) and Nilsson & van Driel (2011) have investigated the role of PCK in the development of student teachers of physics and other sciences in initial teacher education (ITE).…”