Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers
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- 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.