Search results for: Appleton Ken
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This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The study explores the nature of the mentoring relationship and reports the type of teacher learning that occurred. It particularly focuses on the teachers’ development of science pedagogical content knowledge (PCK).
Updated: Feb. 04, 2009
The article describes a cross-cultural professional development model, in which science teachers were mentored by university science education professors from Australia and the United States. The study revealed the importance of one-to-one mentoring; the importance of understanding science content, and the importance of working from the predispositions of the teachers as essential components of effective professional development.
Updated: Feb. 17, 2008