Journal of Science Teacher Education

, Volume 21, Issue 1, pp 7–12

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

  • Rita Hagevik
  • William Veal
  • Erica M. Brownstein
  • Elizabeth Allan
  • Cathy Ezrailson
  • Joseph Shane
Article

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.

Keywords

Accreditation Preservice Science teacher preparation NCATE NSTA Pedagogical content knowledge PCK 

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Copyright information

© Springer Science+Business Media, B.V. 2009

Authors and Affiliations

  • Rita Hagevik
    • 1
  • William Veal
    • 2
  • Erica M. Brownstein
    • 3
  • Elizabeth Allan
    • 4
  • Cathy Ezrailson
    • 5
  • Joseph Shane
    • 6
  1. 1.Department of Theory and Practice in Teacher EducationThe University of TennesseeKnoxvilleUSA
  2. 2.Department of Teacher EducationCollege of CharlestonCharlestonUSA
  3. 3.Department of EducationCapital UniversityColumbusUSA
  4. 4.Biology DepartmentUniversity of Central OklahomaEdmondUSA
  5. 5.Division of Curriculum and InstructionUniversity of South DakotaSioux FallsUSA
  6. 6.Department of ChemistryShippensburg UniversityShippensburgUSA

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