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ERIC Number: EJ1162753
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
ISSN: EISSN-2382-0349
From Classroom Teacher to Teacher Educator: Generating PCK through Action Research
Hume, Ann
Teachers and Curriculum, v12 n1 p41-47 2011
This paper speculates how a model for the pedagogical content knowledge (PCK) development of novice science teacher educators in a science education doctoral programme could have wider application to future teacher educators in science (and other subject domains) who enter tertiary teaching via different pathways. When the model is aligned with other pathways, contextual differences make the need for adaptation and modification of the model inevitable and desirable. In light of her own teaching and research experiences, a science teacher educator offers suggestions for adapting and applying the model in non-doctoral programme learning pathways for early career teacher educators.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A