Abstract
Science education doctoral programs often fail to address a critical piece—the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct science teachers. In particular, we contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers. We use the PCK construct to propose a model for the development of knowledge for teaching science teachers, grounded in our experiences as doctoral students and faculty mentors. We end by recommending a vision for doctoral preparation and a new standard to be included in the ASTE Professional Knowledge Standards for Science Teacher Educators.
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Acknowledgement
An earlier version of this paper was presented at the Association for Science Teacher Education annual meeting in January, 2007, in Clearwater Beach, Florida. We wish to thank the following individuals who offered helpful written feedback on our work: Cheryl Bell, Emily Borda, Betsy Davis, Cody Sandifer, and Joe Taylor.
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Abell, S.K., Rogers, M.A.P., Hanuscin, D.L. et al. Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers. J Sci Teacher Educ 20, 77–93 (2009). https://doi.org/10.1007/s10972-008-9115-6
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DOI: https://doi.org/10.1007/s10972-008-9115-6