Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers

Source: Journal of Science Teacher Education, Volume 19, Number 6 / December 2008, pages 523-545

Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The mentor took the role of a critical friend in joint planning and teaching of science.
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).