Search results for: Doctoral programs
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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
The purpose of the paper is to investigate proteges' perspectives on their mentoring relationships within doctoral programs. The authors employ an autoethnographic approach to research writing. They share their journey after having studied the mentoring relationships within their own doctoral programs. The paper provides implications for practice for proteges and mentors, as well as future research directions
Updated: Jan. 28, 2009