Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

Autor/inn/en	Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.
Titel	Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers
Quelle	In: Studying Teacher Education, 13 (2017) 3, S.275-293 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2017.1366306
Schlagwörter	Critical Incidents Method; Pedagogical Content Knowledge; Science Teachers; Mentors; Internship Programs; Elementary School Teachers; Faculty Development; Teacher Educator Education; Teaching Methods; Doctoral Programs; Teaching Skills; Transformative Learning; Alignment (Education); Beliefs; Educational Practices; Foreign Countries; Turkey; South Korea; United States + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Berufspraktische Ausbildung; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Doktorandenprogramm; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Transformation; Belief; Glaube; Bildungspraxis; Ausland; Türkei; Korea; Republik; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01