Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers
Yazarlar (4)
Eun Lee Wisdom Center, Güney Kore
Deepika Menon Towson University, Amerika Birleşik Devletleri
Deborah L. Hanuscin Western Washington University, Amerika Birleşik Devletleri
Dr. Öğr. Üyesi Süleyman ÇİTE University Of Missouri, Amerika Birleşik Devletleri
| Makale Türü | Özgün Makale (ESCI dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Studying Teacher Education | ||
| Dergi ISSN | 1742-5964 Wos Dergi Scopus Dergi | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2017 |
| Cilt / Sayı / Sayfa | 13 / 3 / 275–293 | DOI | 10.1080/17425964.2017.1366306 |
| Makale Linki | https://publons.com/publon/30698123/ | ||
| 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 … |
| Anahtar Kelimeler |
| doctoral programs | mentoring | Pedagogical content knowledge | teacher education |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 4 |
| Scopus | 7 |
| Google Scholar | 22 |