Journal of Science Teacher Education

, Volume 19, Issue 6, pp 523–545

Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers


DOI: 10.1007/s10972-008-9109-4

Cite this article as:
Appleton, K. J Sci Teacher Educ (2008) 19: 523. doi:10.1007/s10972-008-9109-4


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.


Elementary science Professional development Science PCK Mentoring 

Copyright information

© Springer Science+Business Media, B.V. 2008

Authors and Affiliations

  1. 1.CaloundraAustralia
  2. 2.Faculty of Arts, Humanities, and EducationCentral Queensland UniversityRockhamptonAustralia

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