Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

Authors

Suleyman Cite, University of Missouri
Eun Lee, Wisdom Center, Seoul, Korea
Deepika Menon, Towson UniversityFollow
Deborah L. Hanuscin, Western Washington UniversityFollow

Document Type

Article

Date of this Version

2017

Citation

Studying Teacher Education 13:3 (2017), pp. 275–293.

doi: 10.1080/17425964.2017.1366306

Comments

Copyright © 2017 Informa UK Limited/Taylor & Francis Group. Used by permission.

Abstract

While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners.