nach oben

Journal of Science Teacher Education

Erschienen in:

01.02.2010

Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

verfasst von: Rita Hagevik, William Veal, Erica M. Brownstein, Elizabeth Allan, Cathy Ezrailson, Joseph Shane

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2010

Einloggen

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

search-config

KI-gestützte Suche

Aus

Abstract

The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical content knowledge in preservice science teachers.

Vorheriger Artikel One Size Fits None?

Nächster Artikel Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms

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

Allan, E., Shane, J., Brownstein, E., Ezrailson, C., Hagevik, R., & Veal, W. (2009). Using performance-based assessments to prepare safe science teachers. Journal of Science Teacher Education. doi:10.1007/s10972-009-9150-y.

American Association for the Advancement of Science. (1993). Benchmarks for scientific literacy: A tool for curriculum reform. UK: Oxford University Press.

Bradbury, L. U., & Koballa, T. R. (2007). Mentor advice giving in an alternative certification program for secondary science teaching: Opportunities and roadblocks in developing a knowledge base for teaching. Journal of Science Teacher Education, 18, 817–840.CrossRef

Brownstein, E., Allan, E., Ezrailson, C., Hagevik, R., Shane, J., & Veal, W. (2009a). The alignment of the 2003 NSTA science teacher preparation standards with the NCATE assessment system. Journal of Science Teacher Education, 20, 403–413.CrossRef

Brownstein, E., Allan, E., Hagevik, R., Shane, J., & Veal, W. (2009b). Understanding and using the 2003 NSTA science teacher preparation standards for NCATE accreditation or state approval. Journal of Science Teacher Education, 20, 307–311.CrossRef

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

Lederman, N. G. (1992). Students’ and teachers’ conceptions about the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359.CrossRef

Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F., & Bell, R. L. (2001). Preservice teachers’ understanding and teaching of the nature of science: An intervention study. The Canadian Journal of Science, Mathematics, and Technology Education, 1, 135–160.CrossRef

Loughran, J., Milroy, P., Berry, A., Gunstone, C., & Mulhall, P. (2001). Documenting science teachers’ pedagogical content knowledge through PaP-eRs. Research in Science Education, 31, 289–307.CrossRef

Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41, 370–391.CrossRef

Magnusson, S., Krajcik, J., & 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. 95–144). Dordrect, The Netherlands: Kluwer.

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

National Science Teachers Association. (2003). The standards for science teacher preparation. Retrieved July 27, 2009 from http://www.nsta.org/pdfs/NSTAstandards2003.pdf.

Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261–284.CrossRef

Schwartz, R. S., Lederman, J., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and science inquiry. Science Teacher Education, 88, 610–645.

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

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

van Driel, J., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673–696.CrossRef

Veal, W. R., & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3(4). Retrieved from http://wolfweb.unr.edu/homepage/crowther/ejse/vealmak.html.

Veal, W. R., van Driel, J., & Hulshof, H. (2001). PCK: How teachers transform subject matter knowledge. International Journal of Leadership in Education, 4, 285–291.CrossRef

Westerlund, J. F., Garcia, D. M., Koke, J. R., Taylor, T. A., & Mason, D. S. (2002). Summer scientific research for teachers: The experience and its effect. Journal of Science Teacher Education, 13, 63–83.CrossRef

Windschitl, M. (2002). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87, 113–143.

Titel: Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval
verfasst von: Rita Hagevik
William Veal
Erica M. Brownstein
Elizabeth Allan
Cathy Ezrailson
Joseph Shane
Publikationsdatum: 01.02.2010
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2010
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9155-6

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 1/2010

One Size Fits None?

Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials

Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms

Developing Elementary Teachers’ Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse