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Developing and Assessing Professional Knowledge as a Science Teacher Educator: Learning About Teaching from Student Teachers

  • Pernilla Nilsson
  • John Loughran
Chapter
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 12)

Abstract

This chapter offers insights into what a science teacher educator learnt from analysing her student teachers’ development of pedagogical content knowledge (PCK) during a semester of study in a primary science teacher education program in Sweden. The self-study is built on a science education project in which 33 primary science student teachers used CoRe (Content Representation) as a tool to unpack their approach to teaching a science topic and the reasons for that approach. Through a modified approach to using CoRe, the student teachers also self-assessed their learning in order to capture and identify development of their PCK over time. Central to the study is the issue of how the teacher educator, in working with a critical friend, developed increased awareness of the needs and concerns of her student teachers and, furthermore, how this awareness reshaped her understanding of her teacher education practice.

Keywords

Science Teaching Teacher Educator Science Teacher Student Teacher Pedagogical Content Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Netherlands 2012

Authors and Affiliations

  1. 1.Department of Teacher EducationHalmstad UniversityHalmstadSweden
  2. 2.Faculty of EducationMonash UniversityMelbourneAustralia

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