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Studying Teacher Education
A journal of self-study of teacher education practices
Volume 13, 2017 - Issue 3
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Research Articles

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

Aprendiendo de los errores de principiante: incidentes críticos en el desarrollo de conocimiento pedagógico del contenido para enseñar ciencias a profesores

Suleyman CiteUniversity of Missouri, USA
,
Eun LeeWisdom Center, Seoul, Korea
,
Deepika MenonTowson University, USA
&
Deborah L. HanuscinWestern Washington University, USACorrespondence[email protected]
Pages 275-293 | Received 05 Oct 2016, Accepted 17 Apr 2017, Published online: 24 Aug 2017

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Jennifer Jacobs. (2023) Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education. Action in Teacher Education 45:2, pages 159-181.
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Articles from other publishers (3)

Jennifer Jacobs & Jennifer I. Perez. (2023) A qualitative metasynthesis of teacher educator self-studies on social justice: Articulating a social justice pedagogy. Teaching and Teacher Education 123, pages 103994.
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Deborah Hanuscin, Deborah Donovan, Alejandro Acevedo-Gutiérrez, Emily Borda, Susan DeBari, Josie Melton, Thanh Le, Whitney Morrison & Roxane Ronca. (2021) Supporting the Professional Development of Science Teacher Educators Through Shadowing. International Journal of Science and Mathematics Education 19:S1, pages 145-165.
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Tufan İNALTEKİN & Fatma Şahin. (2019) Probleme Dayalı Öğrenmenin Fen Bilimleri Öğretmen Adaylarının Pedagojik Alan Bilgisi Gelişimlerine EtkisiThe Effects of Problem Based Learning on Development of Preservice Science Teachers’ Pedagogical Content Knowledge. Ege Eğitim Dergisi 20:1, pages 78-112.
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