| Yazarlar |
Dr. Öğr. Üyesi Süleyman ÇİTE
Kastamonu Üniversitesi |
Eun Lee
|
|
Deepika Menon
|
|
Deborah L. Hanuscin
|
| Özet |
| While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners. |
| Anahtar Kelimeler |
| doctoral programs | mentoring | Pedagogical content knowledge | teacher education |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | ESCI dergilerinde yayımlanan tam makale |
| Dergi Adı | STUDYING TEACHER EDUCATION |
| Dergi ISSN | 1742-5964 |
| Makale Dili | İngilizce |
| Basım Tarihi | 01-2017 |
| Cilt No | 13 |
| Sayı | 3 |
| Sayfalar | 275 / 293 |
| Doi Numarası | 10.1080/17425964.2017.1366306 |
| Atıf Sayıları | |
| WoS | 3 |
| SCOPUS | 5 |
| Google Scholar | 17 |
| Google Scholar | 17 |
