Journal of Science Teacher Education

, Volume 21, Issue 1, pp 7-12

First online:

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

  • Rita HagevikAffiliated withDepartment of Theory and Practice in Teacher Education, The University of Tennessee
  • , William VealAffiliated withDepartment of Teacher Education, College of Charleston
  • , Erica M. BrownsteinAffiliated withDepartment of Education, Capital University Email author 
  • , Elizabeth AllanAffiliated withBiology Department, University of Central Oklahoma
  • , Cathy EzrailsonAffiliated withDivision of Curriculum and Instruction, University of South Dakota
  • , Joseph ShaneAffiliated withDepartment of Chemistry, Shippensburg University

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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.


Accreditation Preservice Science teacher preparation NCATE NSTA Pedagogical content knowledge PCK