nach oben

Journal of Science Teacher Education

Erschienen in:

01.12.2008

Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers

verfasst von: Ken Appleton

Erschienen in: Journal of Science Teacher Education | Ausgabe 6/2008

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

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 examines the nature of the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’ development of science PCK.

Vorheriger Artikel Framing the Professional Development of Members of the Science Teacher Education Community

Nächster Artikel If Multicultural Science Education Standards’ Existed, What Would They Look Like?

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Nur mit Berechtigung zugänglich

The case moth is the larval (caterpillar) stage in the life cycles of a number of species belonging to the insect family, Psychidae. The caterpillar spins a silk cocoon to which it attaches leaves or twigs, forming both a camouflage and protective case. A brief summary is available online at http://home.bluepin.net.au/yallaroo/Case_moths.htm (retrieved 14 April, 2005).

Difficult.

In my experience, teachers do not distinguish between science content knowledge and science PCK, as these are theoretical constructs more useful to researchers and the like.

Several early career teachers were involved in the various projects. The focus of the professional development was not highly effective for them, as they were still coping with “survival” issues. That is, they needed a different sort of professional development program. My conclusion was to work with teachers with at least 3–5 years’ experience.

Anderson, M. F. (2000). Provision of professional development & training to all employees within government schools in Queensland. Unpublished Master’s dissertation, Central Queensland University, Rockhampton, Australia.

Appleton, K. (1991). Mature-age students—how are they different? Research in Science Education, 21, 1–9.CrossRef

Appleton, K. (1995). Student teachers’ confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 19, 357–369.CrossRef

Appleton, K. (2002). Science activities that work: Perceptions of primary school teachers. Research in Science Education, 32, 393–410.CrossRef

Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33(1), 1–25.CrossRef

Appleton, K. (2006). Science pedagogical content knowledge and elementary school teachers. In K. Appleton (Ed.), Elementary science teacher education: International perspectives on contemporary issues and practice (pp. 31–54). Mahwah, NJ: Lawrence Erlbaum in association with the Association for Science Teacher Education.

Appleton, K., & Harrison, A. (2001, December). Outcomes-based science units that enhance primary and secondary science teachers’ PCK. Paper Presented at the Australian Association for Research in Education, Fremantle, Australia. Available online at http://www.aare.edu.au.

Appleton, K., & Kindt, I. (1997). Research monograph: Beginning teachers’ practices in primary science in rural areas. Rockhampton, QLD: Faculty of Education, Central Queensland University.

Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers’ practices. International Journal of Science Education, 21, 155–168.CrossRef

Appleton, K., & Symington, D. (1996). Changes in primary science over the past decade: Implications for the research community. Research in Science Education, 26, 299–316.CrossRef

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.CrossRef

Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: Falmer Press.

Bell, J., Veal, W. R., & Tippins, D. J. (1998, April). The evolution of pedagogical content knowledge in prospective secondary physics teachers. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA.

Chan, K. (1998, April). A case study of physicists’ conceptions about the theory of evolution. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA.

Cochran, K. F., deRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263–272.CrossRef

Cunningham, J. (2002). Building education professionals. Leadership, 31(4), 34–38.

Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3–17). Dordrecht, The Netherlands: Kluwer Academic.

Ginns, I. S., & Watters, J. J. (1994, April). A longitudinal study of preservice elementary teachers personal and science teaching efficacy. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra, ACT: Commonwealth of Australia.

Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.

Hardy, T., & Kirkwood, V. (1991, July). Challenging and developing teachers’ conceptions of science education. Paper Presented at the Annual Conference of the Australasian Science Education Research Association, Gold Coast, Australia.

Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19, 93–105.CrossRef

Klapper, M. H., Berlin, D. F., & White, A. L. (1994). Professional development: Starting point for systemic reform. Cognosos, 3(3), 1–5.

Koch, J., & Appleton, K. (2007). The effect of a mentoring model for elementary science professional development. Journal of Science Teacher Education, 18, 209–231.CrossRef

Kochan, F. K. (2002a). The organizational and human dimensions of successful mentoring across diverse settings. Greenwich, CT: Information Age Publishing.

Kochan, F. K. (2002b). Examining the organizational and human dimensions of mentoring. In F. K. Kochan (Ed.), The organizational and human dimensions of successful mentoring across diverse settings (Vol. 1, pp. 269–286). Greenwich, CT: Information Age Publishing.

Magnusson, S., Krajcik, J. S., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht, The Netherlands: Kluwer.

McInerney, D., & McInerney, V. (2002). Educational psychology: Constructing learning (3rd ed.). Sydney: Prentice Hall.

Mellado, V., Blanco, L. J., & Ruiz, C. (1998). A framework for learning to teach science in initial primary teacher education. Journal of Science Teacher Education, 9, 195–219.CrossRef

Monsour, F. (2003). Mentoring to develop and retain new teachers. Kappa Delta Pi Record, 39(3), 134–136.

Moreland, J., Jones, A., & Northover, A. (2001). Enhancing teachers’ technological knowledge and assessment practices to enhance student learning in technology: A 2-year classroom study. Research in Science Education, 31(1), 155–176.CrossRef

Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers’ pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 21–50). Dordrecht, The Netherlands: Kluwer.

National Science Foundation. (2003). Math and science teachers testify before science committee. Retrieved December 5, 2003, from http://www.nst.gov/od/lpa/congress/107/hs_mathsciteachers.htm.

Peers, C. E., Diezmann, C. M., & Watters, J. J. (2003). Supports and concerns for teacher professional growth during the implementation of a science curriculum innovation. Research in Science Education, 33(1), 89–110.CrossRef

Prinsen, M. (2001). Teaching the dog to whistle: Case study exploring the professional development needs of teachers implementing a new constructivist-based science syllabus. Unpublished honors, Rockhampton, Australia: Central Queensland University.

Queensland School Curriculum Council. (1999). Science years 1–10 syllabus. Brisbane, QLD: Queensland School Curriculum Council.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

Smith, D. C. (1999). Changing our teaching: The role of pedagogical content knowledge in elementary science. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 163–197). Dordrecht, The Netherlands: Kluwer.

Smith, D. C., & Neale, D. C. (1991). The construction of subject matter knowledge in primary science teaching. Advances in Research on Teaching, 2, 187–243.

van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673–695.CrossRef

Watters, J. J., & Ginns, I. S. (1997). An in-depth study of a teacher engaged in an innovative primary science trial professional development project. Research in Science Education, 27(1), 51–69.CrossRef

Wertsch, J. V. (1985). Culture, communication, and cognition: Vygotskian perspectives. London: Cambridge University Press.

Yin, R. K. (1994). Case study research: Design and methods. Thousand Oaks, CA: Sage.

Titel: Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers
verfasst von: Ken Appleton
Publikationsdatum: 01.12.2008
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 6/2008
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-008-9109-4

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 6/2008

Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model

Framing the Professional Development of Members of the Science Teacher Education Community

If Multicultural Science Education Standards’ Existed, What Would They Look Like?

Pre-Service Elementary Teachers’ Field Experiences in Classrooms Led by Science Specialists