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

被引：6

作者：

Hagevik, Rita ^{[1
]}

Veal, William ^{[2
]}

Brownstein, Erica M. ^{[3
]}

Allan, Elizabeth ^{[4
]}

Ezrailson, Cathy ^{[5
]}

Shane, Joseph ^{[6
]}

机构：

[1] Univ Tennessee, Dept Theory & Practice Teacher Educ, Knoxville, TN USA

[2] Coll Charleston, Dept Teacher Educ, Charleston, SC 29401 USA

[3] Capital Univ, Dept Educ, Columbus, OH 43209 USA

[4] Univ Cent Oklahoma, Dept Biol, Edmond, OK USA

[5] Univ South Dakota, Div Curriculum & Instruct, Sioux Falls, SD USA

[6] Shippensburg Univ, Dept Chem, Shippensburg, PA 17257 USA

来源：

JOURNAL OF SCIENCE TEACHER EDUCATION | 2010年 / 21卷 / 01期

关键词：

Accreditation; Preservice; Science teacher preparation; NCATE; NSTA; Pedagogical content knowledge; PCK;

D O I：

10.1007/s10972-009-9155-6

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：7 / 12

页数：6

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