Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers

By K. Appleton. 2008

195 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fc02f87897650b22a7d4af6dbcb29b5fcf2ee322

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. María Brígido
2. V. Mellado
3. M. L. Bermejo
4. Ana Belén Borrachero
5. D. Hanuscin

In Education

1. María Brígido
2. V. Mellado
3. M. L. Bermejo
4. Ana Belén Borrachero
5. D. Hanuscin

Citations in the corpus

• Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “It is therefore necessary to develop programmes of intervention and emotional support for prospective teachers (Appleton 2008; Blanco et al. 2010; Koballa et al. 2008; Shoffner 2009) in order for them to gain in emotional competence – an aspect on which we are currently working.”
• Using Video Editing to Cultivate Novice Teachers’ Practice (2009, unknown): “All rights reserved. and their misconceptions (Appleton, 2008).”
• Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “As Appleton (2008) emphasized, such mentoring has the potential to contribute to enhanced PCK and lasting changes in teaching practices for elementary teachers.”