Search results for: Abell Sandra K.
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The purpose of this study is to describe and understand prospective science teachers’ knowledge development. This is a longitudinal, multiple case study of four prospective biology teachers’ PCK development during a post-baccalaureate teacher education program. The authors learned that as prospective teachers gained more knowledge and experience, the interaction that develops between teachers’ knowledge of learners and their knowledge of instructional sequences becomes more integrated. In addition, the findings demonstrate a strong relationship exists between science teaching orientations and knowledge of learners and instructional sequences.
Updated: Jul. 20, 2014
In this article, the authors assert that professional development (PD) projects have an orientation that guides the design and implementation of the entire project; a construct that the authors term “PD Project Orientation”. The aim of this study was to validate the existence of this new construct. Using various data sources from nine PD projects, the authors generated and characterized five PD project orientations. This study has implications for those designing and implementing PD for science teachers, as well as PD evaluators.
Updated: Sep. 19, 2010
Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers
In this paper, the authors 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, the authors contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers.
Updated: Apr. 06, 2009