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Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions

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Abstract

Research on teacher educators’ professional learning has gained increasing interest within science education. Curriculum materials have been suggested as a means of supporting teacher learning for several decades but have not yet been examined as a potential tool for supporting the learning of teacher educators. In this paper, we conceptualize a set of design heuristics to guide the development of educative curriculum materials for teacher educators. We illustrate how these heuristics guided the identification of specific educative features, which we included when developing prototype educative curriculum materials for elementary science teacher educators in content and/or method courses to support the development of preservice teachers’ content knowledge for teaching about matter and its interactions.

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Funding

This material is based upon work supported by the National Science Foundation under grants DRL-1814275 and DRL-1813254.

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Authors and Affiliations

  1. Science, Math, and Technology Education, Western Washington University, Bellingham, WA, USA

    Deborah Hanuscin, Emily Borda & Josie Melton

  2. ETS, Princeton, NJ, USA

    Jamie N. Mikeska

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  1. Deborah Hanuscin
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  2. Emily Borda
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  4. Jamie N. Mikeska
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Correspondence to Deborah Hanuscin.

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The study was reviewed and deemed exempt by the Western Washington University (WWU) Institutional Review Board (Study #4360EX21).

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Hanuscin, D., Borda, E., Melton, J. et al. Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions. Int J of Sci and Math Educ (2024). https://doi.org/10.1007/s10763-024-10453-7

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